Columbus State University College of Education and Health Professions Assessment Council Facts and Figures Reference Data Publication College and Department Books I-V
Introduction Facts and Figures Reference Data Publication I 2015 - 2016 Academic Year
College Facts and Figures Reference Data Introduction Publication I Authors Dr. Deirdre Greer, Dean College of Education and Health Professions
Dr. Sallie Averitt Miller, Associate Dean Assessment and Accreditation College of Education and Health Professions
Department Facts and Figures Reference Data Publication II-V Authors Dr. Andrea Dawn Frazier Counseling, Foundations, and Leadership Professor Lisa O’Steen School of Nursing
Dr. Joy Thomas Health, Physical Education, and Exercise Science Dr. Toni Franklin Teacher Education
PURPOSE COEHP Assessment Council The College of Education and Health Professions (COEHP) Assessment Council was established to manage, maintain, and formally document meaningful data. In addition, the Council is charged with providing annual departmental publications that include college, department, and program data. The Council works closely with the following entities (as needed): 1. The Council for the Accreditation of Educator Preparation (CAEP) 2. In-house CAEP Steering Committee Lead Team to make certain that the reported data are aligned with the accreditation requirements 3. The Council’s data sources include: Office of Institutional Research and Effectiveness, University of Information and Technology Services, College Retention Committee, and Tk20 Coordinator 4. Data from Department Chairs, Program Coordinators, and Program Faculty include: a. Key assessments and student performance data b. Critical assessments and student performance data Each course critical assessment will have a detailed rationale statement explaining its construction; that is, how it was developed; applicable standards; intent; scoring; and use. These assessments should be approved by all full-time program faculty, endorsed by the program coordinator, and signed-off on by the department chair.
COEHP Assessment Council Members Dr. Toni Franklin Teacher Education Dr. Andrea Dawn Frazier Counseling, Foundations, and Leadership Dr. Sallie Averitt Miller Council Chair and Associate Dean for Assessment and Accreditation Professor Lisa O’Steen School of Nursing Dr. Joy Thomas Health, Physical Education, and Exercise Science Ms. Jackie Adamczyk Council Secretary
Assessment Council Facts and Figures Reference Data Publication I The Assessment Council is charged with providing the Facts and Figures Reference Data Publications annually that include college, department, and program data as well as documented trend analyses and retention. The Facts and Figures Reference Data Publications are designed to provide the College with a mechanism for data-driven decision making. In capturing the data that are specific to each of the departments, the Dean and Associate Dean for Assessment and Accreditation guide the work for the following disaggregated Facts and Figures Reference Data Publications:
Counseling, Foundations, and Leadership Facts and Figures Reference Data Publication II
Health, Physical Education, and Exercise Science Facts and Figures Reference Data Publication III
School of Nursing Facts and Figures Reference Data Publication IV
Teacher Education Facts and Figures Reference Data Publication V
College of Education and Health Professions Facts and Figures Reference Data Publication I
Introduction The College of Education and Health Professions (COEHP) consists of the Departments of Counseling, Foundations, and Leadership; Health, Physical Education, and Exercise Science; School of Nursing; and Teacher Education. In addition, the COEHP collaborates with the College of Letters and Sciences and the College of the Arts to provide content courses for some of its educator preparation programs. Specifically, the College of the Arts offers courses in Music, Art, and Theatre. The College of Letters and Sciences offers courses to support secondary education in English as a Second Language (ESOL), Spanish, as well as courses in English, History, Biology, Chemistry, Earth Science, and Mathematics.
Accrediting Organizations Columbus State University is accredited by the Southern Association of Colleges and Schools (SACS) Commission on Colleges to award associate, baccalaureate, master, education specialist, and doctoral degrees. http://sacs.org/ Educator Preparation at Columbus State University is accredited by the National Council for Accreditation of Teacher Education (NCATE). With the July 1, 2013 de facto consolidation of NCATE and Teacher Education Accreditation Council (TEAC) into the Council for the Accreditation of Educator Preparation (CAEP) as the new accrediting body for educator preparation. http://caepnet.org.
The Special Education Programs, both undergraduate and graduate, are accredited by the Council for Exceptional Children (CEC). http://www.cec.sped.org/
Accrediting Organizations continued The baccalaureate degree program in nursing is approved by the Georgia Board of Nursing and accredited by the Commission on Collegiate Nursing Education. https://www.ncsbn.org/Georgia.htm http://www.aacn.nche.edu/ccne-accreditation
The Georgia Professional Standards Commission (GaPSC) approves all Columbus State University educator preparation programs that lead to certification in teaching, counseling, and educational leadership. http://www.gapsc.com/ The Master of Education in School Counseling and the Master of Science in Clinical Mental Health Counseling degree programs are accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). http://www.cacrep.org/ The Department of Art is an accredited institutional member of the National Association of Schools of Art and Design NASAD). http://nasad.arts-accredit.org/ The Department of Theatre is an accredited associate member of the National Association of Schools of Theatre (NAST). http://nast.arts-accredit.org/ The Schwob School of Music is an accredited institutional member of the National Association of Schools of Music (NASM). http://nasm.arts-accredit.org/
Selected data that are representative of the College of Education and Health Professions are included in the following tables and text. Associate Dean Office for Assessment and Accreditation
External Funding Date Received 9/11/2015 9/11/2015
Grant Title GDPH-Breathe Easy III Veteran Nurse Fellows - Darlene James-Richardson
1/11/2016
CSU STEPS Gwendoyln Miller CSU STEPS Brittany Grissette MCSD – Math and Science Partnership NASA - Prof Conference Presentations ALG Jennifer Brown
2/19/2016
8/18/2015 8/3/2015 9/24/2015
Granting Agency
Name of College/ Department
GA Dept. of Public Health
COEHP/ Health, Phys. Ed.
65,000
9/8/15 2/29/16
Dr. Tara Underwood
Education campaign to increase awareness of the dangers of second-hand smoke.
GA State University BOR through GA State University GA State Univ. (USG) US DOE through MCSD NASA through GIT
COEHP/ School of Nursing
15,000
9/11/15 6/30/16
Dr. LaTonya Santo
To support transition of a retired veteran into nursing education.
COEHP/ School of Nursing COEHP/ School of Nursing COEHP/CQTL
USG BOR
COEHP/Earth and Space Science COEHP/ Teacher Education
Creativity Garden Mini-grant
Assoc. of Science Tech
2/29/2016
GOALS II TPSID
12/8/2016
STEM Innovative Grant
11/9/2015
Award $ Amount
Award Period
20,000
8/18/15 6/30/16 8/18/15 630/16
40,403
6/1/15 8/31/15
10,000
Principal Investigator
Brief Description of Project
Mr. Roger Hatcher
To prepare nursing faculty at doctoral level to teach in the University System of Georgia To prepare nursing faculty at doctoral level to teach in the University System of Georgia. To train and develop special education teachers in Muscogee County School District.
Dr. Rosa Williams
Professional Conference Presentations
Dr. Jennifer Brown
Dr. LaTonya Santo Dr. LaTonya Santo
15,800
7/6/15 7/5/18 10/1/15 12/31/16
COEHP/Earth and Space Science
8,000
3/8/16 7/1/16
Mr. Lance Tankersley
US DOE through GSU
COEHP/ Teacher Education
75,000
10/1/15 9/30/16
Dr. Gregory Blalock
Textbooks purchase/supplies Creativity garden designed to support the development of creativity and innovationrelated programming. Building a network of sustainable TPSIDS in Georgia (Transition and Postsecondary Programs for Students with Intellectual Disabilities).
Board of Regents
COEHP/Earth and Space Science
25,000
7/1/15 6/30/16
Dr. Kim Shaw
Flipped class using a blended class format.
Data Source: Office of Sponsored Programs
39,000
External Funding continued Date Received July 2016 Nov 2015 April 2016 May 2015
Grant Title Alabama Field Trip Support Business Reimbursement for MCSD Title 1 Science Enrichment Math and Science Content Knowledge SPED
Granting Agency Westrock Columbus Water Works Wells Fargo Math and Science Partnership
Name of College/ Department COEHP/ Oxbow Meadows COEHP/ Oxbow Meadows
Award $ Amount 5,000
Award Period AY 2015/16
3,531
Indefinite
COEHP/ Oxbow Meadows COEHP/ Oxbow Meadows
10,000
Unspecified
13,000
2014-2016
Principal Investigator Dr. Michael Dentzau Dr. Michael Dentzau Dr. Michael Dentzau Dr. Michael Dentzau
Brief Description of Project For Alabama schools to visit Oxbow Meadows. To reimburse schools for bus expenses and for Oxbow Meadows to attend math and science nights at the schools. For science enrichment field trips for 7th grade classes from Title I schools GADOE Grant that used Oxbow Meadows as a site for professional development.
Co-Teachers�, Year 2
07/01/16
STEM Grant
University System of Georgia
COEHP
135,000
2016-2019
Dr. Tom Hackett
As of 2016 As of 2016 As of 2016 As of 2016
CSU Annual Fund
Donors / Foundations Donors / Foundations Donors / Foundations Donors / Foundations
COEHP
355,862
AY 2016
Mr. James Grant
The CSU - USG Education Improvement Plan that aims to increase retention and progression of students in the STEM fields through enhanced pedagogy at the university level, create partnerships with area school systems, and increase recruitment of students into STEM fields and STEM education. Year-to-Date Giving, AY2016*
COEHP
193,025
AY 2016
Mr. James Grant
Year-to-Date Giving, AY2016*
COEHP
10,633
AY 2016
Mr. James Grant
Year-to-Date Giving, AY2016*
COEHP
125,000
AY 2016
Mr. James Grant
Year-to-Date Giving, AY2016*
TOTAL
1,164,254
Year-to-Date Giving
Capital Fund Year-to-Date Giving
Endowment Year-to-Date Giving
Planned Gifts Year-to-Date Giving
Data Source: Faculty Grants and COEHP Development Officer
COEHP Enrollment by Degree Level Degree Programs
AY 2011
AY 2012
AY 2013
AY 2014
AY 2015
Baccalaureate
1978
2018
2025
1961
1918
-60
-3.03%
Masters
472
391
367
394
446
-26
-5.51%
Specialist
155
141
122
207
300
145
93.55%
Doctorate
35
38
40
77
108
73
2.085%
2640
2588
2554
2639
2772
132
5%
College Total
Data Source: CSU Facts and Figures 2015 (9-15-16)
4 Year Change
4 Year Change
Degrees Awarded 5 – Year Headcount
Data Source: Facts and Figures 2015: Degrees Awarded
Undergraduate Degrees Awarded Degree Program
AY 2011
AY 2012
AY 2013
AY 2014
AY 2015
4-Year Change
4-Year % Change
Baccalaureate BSEd Early Childhood Education
69
72
52
54
38
-31
-44.9%
BS Exercise Science
38
25
38
40
50
12
31.6%
BSEd Health and Physical Education
12
4
7
16
9
-3
-25.0%
BS Health Sciences
48
54
58
56
58
10
20.8%
BSED Middle Grades Education
20
8
13
9
9
-11
-55.0%
BSN Nursing
103
90
120
149
181
78
75.7%
BSEd Sp Ed – General Curriculum
17
12
18
17
15
-2
-11.8%
Total
307
265
306
341
360
53
17.3%
Data Source: CSU Facts and Figures 2015: Degrees Awarded (9-15-16)
Masters Degrees Awarded Degree Program
AY 2011
AY 2012
AY 2013
AY 2014
Med Curr and Instr in Accom Teaching
7
14
16
8
MS Clinical Mental Health Counseling
14
20
22
Med Educational Leadership
23
14
Med/MAT Early Childhood Education
24
Med Exercise Science
AY 2015
4-Year Change
4-Year % Change
20
--
--
17
23
9
64.3%
13
5
8
-15
-65.2%
22
16
27
22
-2
-8.3%
NA
NA
NA
NA
3
--
--
Med/MAT Health and Physical Education
10
12
10
16
6
-4
-40.0%
Med/MAT Middle Grades Education
20
19
15
9
8
-12
-60.0%
MSN Nursing
NA
NA
NA
1
5
--
--
Med School Counseling
7
8
11
17
3
-4
-57.1%
Med/MAT School Library Media
8
3
3
4
3
-5
-62.5%
MATC Secondary Education
9
4
13
8
9
--
--
Med/MAT Sec Ed - English
16
14
14
5
4
-12
-75.0%
Med/MAT Sec Ed - Math
5
9
6
3
1
-4
-80.0%
Med/MAT Sec Ed – Science
6
1
4
3
2
-4
-66.7%
Med/MAT Sec Ed – Social Science
5
9
6
1
4
-1
-20.0%
Med/MAT Sp Ed – General Curriculum
18
23
19
14
14
-4
-22.2%
NA 172
NA 168
NA 138
1 136
--36
--20.9%
Masters
Med Teacher Leadership Total
NA 172
Data Source: CSU Facts and Figures 2015: Degrees Awarded (9-15-16)
Specialists Degrees Awarded Degree Program
AY 2011
AY 2012
AY 2013
AY 2014
AY 2015
4-Year Change
4-Year % Change
Specialist EdS Educational Leadership
32
30
41
23
34
2
6.3%
EdS Early Childhood Education
5
7
7
7
9
4
80.0%
EdS Middle Grades Education
12
6
11
3
1
-11
-91.7%
EdS School Counseling
0
4
2
1
2
2
--
EdS Secondary Education
10
6
6
7
5
-5
-50.0%
EdS Special Education
NA
NA
3
2
3
--
--
Total
59
53
70
43
54
-5
-8.5%
Data Source: CSU Facts and Figures 2015: Degrees Awarded (9-15-16)
Doctorate Degrees Awarded Degree Program
AY 2011
AY 2012
AY 2013
AY 2014
AY 2015
4-Year Change
4-Year % Change
EdD Curriculum and Leadership
NA
1
3
5
2
--
--
Total
NA
1
3
5
2
--
--
Doctorate
Data Source: CSU Facts and Figures 2015 (9-15-16)
Degrees Awarded By Degree Level Degree Program
AY 2011
AY 2012
AY 2013
FY 2014
FY 2015
4-Year Change
4-Year % Change
Doctorate EdD Curriculum and Leadership
NA
1
3
5
2
--
--
Total
NA
1
3
5
2
--
--
Baccalaureate
307
265
306
341
360
53
17.3%
Masters
172
172
168
138
136
-36
-20.9%
Specialist
59
53
70
43
54
-5
-8.5%
Doctorate
NA
1
3
5
2
2
--
Total
538
491
547
527
552
14
2.6%
College Total
Data Source: CSU Facts and Figures 2015: Degrees Awarded (9-15-16)
Assessment for Teacher Certification Georgia Assessment for the Certification of Educators (GACE) GACE content test scores are used to provide an Independent Third Party Evaluator (I3PE) assessment of candidates’ content knowledge. Though not a requirement for program completion, candidates must pass the GACE content tests in their intended field of certification if they are to be recommended as eligible for certification to the Georgia Professional Standards Commission. Test results are reviewed at least annually by program faculty, program coordinators, administrators, department chairs, advisory committees, COEHP Assessment Council, and school district partnerships to make recommendations, guide decisions, and make program, department, and college improvements. www.gace.ets.org www.gace.ets.org/ program_providers
Note: In cases where there are less than ten students taking the assessment or license/certificate, the number passing and pass rate are not reported. 1 Number of completers taking one or more assessments within their area of specialization. 2 Summary level “Number Taking Assessment” may differ from assessment level “Number Taking Assessment” because each student is counted once at the summary level but may be counted in multiple assessments at the assessment level. Data Source: 2016 by Educational Testing Service tlcs.ets.org
Education Preparation Key Assessments Model of Appropriate Practice (MAP) The Model of Appropriate Practice (MAP) is an initial certification evaluation that outlines the skills beginning teachers should demonstrate. These skills are categorized into four domains: Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities. The MAP evaluation is administered multiple times throughout the teacher candidates’ programs to monitor progress. This evaluation is aligned with the Teacher Keys in-service teacher evaluation and the Interstate Teacher Assessment and Support Consortium (InTASC) http://www.ccsso.org/Resources/Programs/Interstate_Teacher_Assessment_Consortium_%28InTASC%29.html. InTASC is a consortium of state education agencies and national educational organizations dedicated to the reform of the preparation, licensing, and on-going professional development of teachers. Its primary constituency is state education agencies responsible for teacher licensing, program approval, and professional development. The InTASC work is guided by one basic premise: An effective teacher must be able to integrate content knowledge with the specific strengths and needs of students to assure that all students learn and perform at high levels.
Pass Rate 98 % of student teachers passed the MAP evaluation during the 2015-2016 AY Undergraduate Dispositions The dispositions instrument evaluates whether the teacher candidates’ values, commitments, and professional ethics meet or exceed expectations.
98 % of student teachers passed the Dispositions evaluation during the 2015-2016 AY Data Source: Office for Student Advising and Field Experience, Coordinator of Student Teaching
Teacher Performance Assessment (edTPA)
The edTPA is a teacher performance assessment tool developed by Stanford University. Starting Fall 2015 teacher candidates in Georgia universities must pass the assessment. At this time edTPA will become consequential for Georgia and scored externally by an independent third party evaluator (I3PE). The assessment includes a review of the teacher candidate's teaching materials that document and demonstrate his/her ability to effectively teach subject matter to all students. edTPA is a measure of both teaching skills and content knowledge.
Teacher Performance Assessment (edTPA) (continued) Columbus State University Teacher Education, Fall 2015 edTPA Data (N=76) All Handbooks -15 Rubrics (N = 39) Cut Score of 35: 95% pass rate Cut Score of 36: 95% pass rate Cut Score of 38: 90% pass rate (Beginning Fall 2017 the cut score will be 38) World Language Handbook -13 Rubrics (N = 2) Cut Score of 29: 100% pass rate Cut Score of 30: 100 % pass rate Cut Score of 32: 100% pass rate (Beginning Fall 2017 the cut score will be 32) Elementary Handbook -18 rubrics (N = 34) Cut Score of 42: 100% pass rate Cut Score of 43: 100% pass rate Cut Score of 45: 100% pass rate (Beginning Fall 2017 the cut score will be 45) Note: One candidate’s edTPA teaching portfolio was not able to be scored and is not part of the data.
Source: Ms. Pam Wetherington, edTPA Coordinator
Teacher Performance Assessment (edTPA) (continued)
Columbus State University’s Teacher Education, Spring 2016 edTPA Data (N=82) For all handbooks 15 rubrics (n = 61) Cut Score of 35: 95% pass rate Cut Score of 36: 95% pass rate Cut Score of 38: 90% pass rate (Beginning in fall ’17, the cut score will be 38) World Language Handbook 13 rubrics (n = 2) Cut Score of 29: 100% pass rate Cut Score of 30: 100 % pass rate Cut Score of 32: 100% pass rate (Beginning in fall ’17, the cut score will be 32) Elementary handbook 18 rubrics (n = 19) Cut Score of 42: 95% pass rate Cut Score of 43: 95% pass rate Cut Score of 45: 95% pass rate (Beginning in fall ’17, the cut score will be 45)
Source: Ms. Pam Wetherington, edTPA Coordinator
Education Preparation Key Assessments Graduate Model of Appropriate Practice (GMAP) The Graduate Model of Accomplished Practice (GMAP) is an evaluation that outlines the skills in-service teachers should demonstrate. These skills are categorized into five propositions: Commitment to Students and Learning, Knowledge of Subjects and How to Teach Them, Managing and Monitoring Student Learning, Thinking Systematically about Practice, and Membership in Learning Communities. The evaluation is administered multiple times throughout the teachers’ programs to monitor progress. GMAP is aligned with the National Board for Professional Teaching Standards.
Education Preparation Key Assessments (continued) Graduate Model of Appropriate Practice (GMAP)
Education Preparation Key Assessments (continued) Graduate Model of Appropriate Practice (GMAP)
Education Preparation Key Assessments (continued) Graduate Model of Appropriate Practice (GMAP)
Education Preparation Key Assessments (continued) Graduate Model of Appropriate Practice (GMAP)
Education Preparation Key Assessments (continued) Graduate Dispositions Assessment The dispositions instrument evaluates whether the teachers’ values, commitments, and professional ethics meet expectations or are rated as exemplary.
Data Source: Dr. Saoussan Maarouf, LiveText Coordinator
Education Preparation Key Assessments (continued)
Graduate Dispositions Assessment Health, Physical Education, and Exercise Science Assessments The Physical Education Program data are included in the preceding Unit GACE and Key, Common Assessment data.
Counseling, Foundations, Leadership, and Graduate Studies Assessment The School of Counseling and Educational Leadership data are included in the preceding Unit GACE and Key, Common Assessment data.
Assessment for Nursing Licensure The National Council of State Boards of Nursing is the exam licensure board for all registered nurses in the United States. All applicants for registered nurse licensure are required to pass the National Council Licensure Examination--RN (NCLEX--RN) upon completion of an accredited program of study in nursing. The following results indicate the performance of graduates from the School of Nursing on the first attempt during the 12 month period from April to March as reported by the National Council of State Boards: Annual Program Report.
Object 3
Assessment for Counseling Licensure Passage Rate for Clinical Mental Health Counseling Exit Exam First and Second Attempts (2015-2016)
19 Passed First Attempt
24 Exam Takers
Source: Department of Educational Leadership-S. Kuralt Note: (1) did not pass the first or second attempt..
Summary Columbus State University’s College of Education and Health Professions’ (COEHP) assessment culture embraces the use of purposeful measurement and useful data to guide its plans for and implementation of program improvement. To assist in the assessment process, the college established the COEHP Assessment Council. The Council publishes departmental Facts and Figures annually. These Facts and Figures Reference Data Publications provide college, department, and program data to be used for data-driven decision making. The four departmental publications are authored by each department’s designated COEHP Assessment Council member. A 9-Point Cycle Assessment Scheme for The Facts and Figures Reference Data Publication, Book I Introduction, displays selected aggregate data intended to provide a quick Continuous Program and Student Learning reference for the college. In contrast, theImprovement. departmental Facts and Figures Program Purposeful Reference Data Publications, Books II-V, offer a more in-depth view of each Learning Assessment Outcomes 1) Purposeful Assessment department and its data. Course / Student Learning Outcomes
Evaluation
Continuous Program & Student Learning ImprovementAssessment Implementation
Process -Key and Course-Based
of Plans
Plans for Improvement Share Results
Collect and Analyze Data
2) Program Learning Outcomes 3) Course / Student Learning Outcomes 4) Assessment Process –Key and CourseBased 5) Collect and Analyze Data 6) Share Results 7) Plans for Improvement 8) Implementation of Plans 9) Evaluation
Acknowledgements Editors / Reviewers Dr. Deirdre Greer, College of Education and Health Professions Dean Dr. Sallie Averitt Miller, College of Education and Health Professions Associate Dean for Assessment and Accreditation Ms. Jackie Adamczyk, COEHP Assessment Council, Administrative Assistant and Lead Reviewer
Facts and Figures Reference Data Publication I College of Education and Health Professions Introduction Dr. Deirdre Greer, College of Education and Health Professions Dean, Co-Author Dr. Sallie Averitt Miller, College of Education and Health Professions Associate Dean for Assessment and Accreditation, Co-Author
Facts and Figures Reference Data Publication II Counseling, Foundations, and Leadership Facts and Figures Reviewers Dr. Andrea Dawn Frazier, Author Dr. Michael Baltimore, Reviewer Dr. Ryan Day, Reviewer Dr. Pamela Lemoine, Reviewer Ms. Sherri Kuralt, Reviewer
Facts and Figures Reference Data Publication III Health, Physical Education, and Exercise Science Dr. Joy Thomas, Author Dr. Tara Underwood, Reviewer
Facts and Figures Reference Data Publication V School of Nursing Professor Lisa O’Steen, Author Professor Susan Greer, Reviewer Professor Brittany Grissettee, Reviewer
Facts and Figures Reference Data Publication IV Teacher Education Dr. Toni Franklin, Author Dr. Erinn Bentley, Reviewer Dr. Jan Burcham, Reviewer
Facts and Figures Reference Data Publications Contact: Dr. Sallie Averitt Miller miller_sallie@columbusstate.edu Telephone Number: 706-507-8506
Columbus State University College of Education and Health Professions Counseling, Foundations, and Leadership Facts and Figures Data Reference Publication Data for the 2015-2016 Counseling, Foundations, and Leadership Facts and Figures Data Reference Publication come from University Information and Technology Services (UITS) and the Office of Institutional Research and Effectiveness. Data for all but 2 of the tables and all of the figures were compiled using Banner (Banner - ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS), and was drawn down August 31, 2016. Data for Tables 10 and 11 came from Retention, Progression, and Graduation (RPG) data posted to the website of the Office of Institutional Research and Effectiveness (https://ir.columbusstate.edu/rpg.php) The data spans the 2015-2016 academic year (Fall 2015, Spring 2016, Summer 2016). Students admitted to the program were admitted during the 2015-2016 academic year. Enrollment data consists of students continuing in the program as well as students admitted into the program during the 2015-2016 academic year. Completers of CLF programs were also considered enrolled during the 2015-2016 academic year. In the 2014-2015 Fact Book students admitted to CFL programs and completers of CFL programs were not included as enrolled students. Because of the difference in composition of groups between the 2014-2015 academic year and the 2015-2016 academic year, this year’s tables will not include trend data indicating percent increase/decrease.
Table of Contents Figure 1
Current Candidates in Counseling and Leadership Programs
Table 1Current Candidates in Counseling and Leadership Programs Table 2Male and Female Admittants in Counseling and Leadership Programs Figure 2
Male and Female Program Candidates in Counseling and Leadership Programs
Table 3
Male and Female Candidates in Counseling and Leadership Programs
Table 4
Ethnic Breakdown of Program Candidates in Counseling and Leadership Programs
Table 5Ethnic and Gender Breakdown of Counseling and Leadership Candidates by Program Figure 3
Ethnic Breakdown of Counseling and Leadership Candidates by Program
Figure 4
Ethnic Breakdown (by overall percentage) of Program Candidates in Counseling and Leadership Programs
Table 6Full- and Part-Time Candidates in the Counseling and Leadership Programs Table 7
Ethnic and Gender Breakdown of Counseling and Leadership Full-Time Candidates by Program
Table 8
Ethnic and Gender Breakdown of Counseling and Leadership Part-Time Candidates by Program
Figure 5
Full- and Part-Time Candidates in the Counseling and Leadership Programs
Figure 6
Percentage of Full-Time and Part-Time Candidates in Counseling and Leadership Programs
Table 9Degrees Awarded to Counseling and Leadership Candidates (FY 2015) Figure 7
Percentage of Degrees Awarded to Counseling and Leadership Graduates by Program
Figure 8
Degrees Awarded to Candidates in Counseling and Leadership Programs
Figure 9
Staffing Results for Clinical Mental Health Counseling and School Counseling
Figure 10
Passage Rate for Clinical Mental Health Counseling and School Counseling Exit Exam/First and Second Attempts
Table 10
GRE Scores, GPA at Entry, and GPA at Exit for Counseling and Leadership Candidates
Figure 11
GPA at Entry and Exit for Counseling and Leadership Candidates
Table 11
One – Year Retention Rates for Counseling and Leadership Candidates
Table 12
Three – Year Graduation Rates for Counseling and Leadership Candidates
Figure 1: Current Candidates in Counseling and Leadership Programs (2015-2016)
Object 5
Data Source – UITS
Table 1: Current Candidates in Counseling and Leadership Programs 2015-2016
2014-2015
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
EDD Curriculum and Leadership
113
68
69
46
36
33
EDS Educational Leadership EdS Educational LeadershipTeacher Certification
275
66
139
99
82
75
67
10
-
-
-
-
EdS School Counseling Med/MAT Educational Leadership Seated
_
-
3
3
6
4
_
-
15
13
8
10
Med/MAT Educational Leadership (Online)
7
5
3
15
42
51
Med School Counseling
39
22
41
39
49
33
39
MS Community Counseling MS Clinical Mental Health Counseling
1
6
63
61
61
-
-
51
-
-
-
-
-
-
553
177
333
276
284
--
--
Total
Data Source – UITS for 2015-2016 data; Office of Institutional Research and Effectiveness for prior years’ data
4
Table 2: Male and Female Admittants in Counseling and Leadership Programs 20152016 EDD Curriculum & Leadership EDS Educational Leadership EDS Educational Leadership – Teacher Certification EDS School Counseling Med/MAT Educational Leadership (Seated) Med/MAT Educational Leadership (Online) Med School Counseling School CounselingNon Degree MS Community Counseling MS Clinical Mental Health Counseling Total
Male Program Admittants 2014201320122015 2014 2013
20112012
20152016
Female Program Admittants 2014201320122015 2014 2013
2011-2012
7
8
5
4
2
8
11
23
5
6
34
36
19
14
6
85
68
28
21
30
11
2
35
6
_
_
0
0
0
_
_
0
1
2
_
1
2
4
0
_
_
3
4
3
2
_
0
0
7
3
_
1
0
9
1
0
0
1
3
8
9
10
5
16
-
1
-
1
_
_
_
2
17
15
11
97
82
51
77
7
6
8
9 57
15 48
33
29
26
154
Data Source: UITS for 2015-2016 data; Office of Institutional Research and Effectiveness for prior years’ data
Table 3: Male and Female Candidates in Counseling and Leadership Programs
20152016
Male Program Candidates 2014201320122015 2014 2013
20112012
20152016
Female Program Candidates 2014201320122015 2014 2013
20112012
EdD Curriculum & Leadership EdS Educational Leadership EDS Educational Ladership – Teacher Certification EdS School Counseling Med/MAT Educational Leadership (Seated) Med/MAT Educational Leadership (Online) Med School Counseling MS Community Counseling MS Clinical Mental Health Counseling
31
16
17
12
9
82
52
52
34
27
90
27
54
28
23
185
39
85
71
59
16
2
51
8
_
_
0
0
0
_
_
3
3
6
_
0
5
4
1
_
0
10
9
7
2
2
0
8
16
5
3
3
7
26
4
2
3
4
5
35
20
38
35
44
1
3
15
14
14
_
3
48
47
47
14
-
-
-
-
37
-
-
-
-
Total
158
52
94
70
68
395
125
239
206
216
Data Source – UITS for 2015-2016 data; Office of Institutional Research and Effectiveness for prior years’ data
Figure 2: Male and Female Program Candidates in Counseling and Leadership Programs (2015-2016)
Object 7
Data Source - UITS
Table 4: Ethnic Breakdown of Program Candidates in Counseling and Leadership Programs
2015-2016 2014-2015 2013-2014 2012-2013 2011-2012 Data Source: UITS
International Candidates
Asian Candidates
American Indian/Alaskan Native
1 0 1 1 0
3 2 3 2 2
1 -
Black/African American Candidates 275 80 129 113 114
Hispanic/Latino Candidates 15 8 14 5 5
Candidates of Two or More Races 8 3 5 41 43
White Candidates 250 84 181 114 119
Table 5: Ethnic and Gender Breakdown of Counseling and Leadership Candidates by Program (2015-2016) International Candidates Total EDD Curriculum & Leadership EDS Educational Leadership EDS Education LeadershipTeacher Certification Med/MAT Educational Leadership (Online) Med School Counseling MS Community Counseling MS Clinical Mental Health Counseling
Totals
M
F
Asian Candidates Total
M
F
1
0
1
American Indian/Alaskan Native Candidates Total M F
Black/African American Candidates
Hispanic/Latino Candidates
Total
M
F
Total
M
F
38
10
28
2
1
1
Candidates of Two or More Races Total
M
F
White Candidates Total
M
F
72
20
52
-
-
-
-
-
-
1
0
1
153
44
109
5
1
4
3
2
1
113
43
70
-
-
-
-
-
-
-
-
-
41
10
31
2
0
2
-
-
-
24
6
18
-
-
-
-
-
-
-
-
-
2
0
2
-
-
-
-
-
-
5
2
3
0
0
0
1
1
0
-
-
-
20
2
18
4
0
4
3
0
3
11
1
10
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
1
1
0
1
1
0
1
0
1
-
-
-
21
5
16
2
1
1
2
1
1
24
6
18
1
1
0
3
1
2
1
0
1
275
71
204
15
3
12
8
3
5
250
79
171
Data Source – UITS. M = Male; F = Female
Figure 3: Ethnic Breakdown of Counseling and Leadership Candidates by Program (2015-2016)
Object 9
Data Source – UITS
Figure 4: Ethnic Breakdown (by overall percentage) of Program Candidates in Counseling and Leadership Programs (20152016)
Object 11
Data Source - UITS
EDD Curriculum & Leadership
EDS Educational Leadership
EDS Educational LeadershipTeacher Certification
EDS School Counseling
Med/MAT Educational Leadership Seated
20152016 20142015 20132014 20122013 20112012 20102011
39
176
32
-
16
27
4
-
-
9
83
-
2
10
58
-
7
52
9
20152016 20142015 20132014 20122013 20112012 20102011
Med/MAT Educational Leadership Online
Med School Counseling
MS Community Counseling
MS Clinical Mental Health Counseling
Total
17
0
41
305
0
13
3
63
10
1
14
45
164
2
5
8
21
41
145
-
3
3
29
25
41
160
56
-
1
6
29
18
74
99
35
-
Part-Time Candidates 7
22
1
52
39
6
-
-
5
9
3
114
60
56
-
1
5
2
27
18
169
36
41
-
1
8
7
18
20
131
29
30
-
3
5
13
24
20
124
24
19
-
3
4
22
15
--
Full-Time Candidates 0
Table 6: Full-Time and Part-Time Candidates in the Counseling and Leadership Program Data Source – UITS for 2015-2016 data; Office of Institutional Research and Effectiveness for prior years’ data
-10
--
248
--
Table 7: Ethnic and Gender Breakdown of Counseling and Leadership Full-Time Candidates by Program (2015-2016)* International Candidates
Asian Candidates
American Indian/Alaskan Native Candidates Total M F
Black/African American Candidates
Hispanic/Latino Candidates
Candidates of Two or More Races
White Candidates
Total
M
F
Total
M
F
Total
M
F
Total
M
F
Total
M
F
Total
M
F
EDD Curriculum & Leadership EDS Educational Leadership EDS Education LeadershipTeacher Certification Med/MAT Educational Leadership (Online) Med School Counseling
-
-
-
-
-
-
-
-
-
12
3
9
1
0
1
-
-
-
26
6
20
-
-
-
-
-
-
1
0
1
97
30
67
4
1
3
2
1
1
72
27
45
-
-
-
-
-
-
-
-
-
20
6
14
1
0
1
-
-
-
11
3
8
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
9
0
9
2
0
2
2
0
2
4
1
3
MS Community Counseling MS Clinical Mental Health Counseling
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
1
1
0
1
0
1
-
-
-
18
4
14
2
1
1
2
1
1
17
4
13
1
1
0
1
0
1
1
0
1
156
43
113
10
2
8
6
2
4
130
41
89
Totals
Data Source – UITS. M = Male; F = Female
Table 8: Ethnic and Gender Breakdown of Counseling and Leadership Part-Time Candidates by Program (2015-2016)*
International Candidates
Asian Candidates
American Indian/Alaskan Native Candidates Total M F
Black/African American Candidates
Hispanic/Latino Candidates
Candidates of Two or More Races
White Candidates
Total
M
F
Total
M
F
Total
M
F
Total
M
F
Total
M
F
Total
M
F
EDD Curriculum & Leadership EDS Educational Leadership EDS Education LeadershipTeacher Certification Med/MAT Educational Leadership (Online) Med School Counseling
-
-
-
1
0
1
-
-
-
26
7
19
1
1
0
-
-
-
46
14
32
-
-
-
-
-
-
-
-
-
56
14
42
1
0
1
1
1
0
41
16
25
-
-
-
-
-
-
-
-
-
21
4
17
1
0
1
-
-
-
13
3
10
-
-
-
-
-
-
-
-
-
2
0
2
-
-
-
-
-
-
5
2
3
-
-
-
1
1
0
-
-
-
11
2
9
2
0
2
1
0
1
7
0
7
MS Community Counseling MS Clinical Mental Health Counseling
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
1
1
0
-
-
-
-
-
-
-
-
-
3
1
2
-
-
-
-
-
-
7
2
5
Totals
0
0
0
2
1
1
0
0
0
119
28
91
5
1
4
2
1
1
120
38
82
Data Source – UITS. M = Male; F = Female
Figure 5: Full- and Part-Time Candidates in the Counseling and Leadership Programs (2015-2016)*
Object 13
Data Source – UITS
Figure 6: Percentage of Full- Time and Part-Time Candidates in Counseling and Leadership Programs (2015-2016)
Object 16
Data Source - UITS
Table 9: Degrees Awarded to Counseling and Leadership Candidates (FY 2015) EDD Curriculum & Leadership
EDS Educational Leadership
EDS School Counseling
Med/MAT Educational Leadership (Seated)
Med/MAT Educational Leadership (Online)
Med School Counseling
MS Community Counseling
MS Clinical Mental Health Counseling
Total
1
6
128
FY 2015 FY 2014 FY 2013 FY 2012
10
94
-
Number of Degrees Awarded 0 3 14
2
30
2
7
1
2
22
-
66
5
27
1
2
2
17
15
-
69
3
41
2
2
11
11
20
-
90
FY 2011
1
30
4
13
1
8
20
-
Data Source – UITS
77
Figure 7: Percentage of Degrees Awarded to Counseling and Leadership Graduates (2015-2016) by Program
Object 19
Data Source – UITS
Figure 8: Degrees Awarded to Candidates in Counseling and Leadership Programs
Object 21
Data Source –UITS, Office of Institutional Research (yearly data from 2011-2012 to 2014-2015 AY), and CSU Facts and Figures (2009-2010/2010-2011 data)
Figure 9: Staffing Results for Clinical Mental Health Counseling and School Counseling (2015-2016)
143 students
5 students referred for remediation
Note: Staffing serves as a gatekeeping and retention tool.
were moved to the next level in the School Counseling and Clinical Mental Health Counseling Programs
Figure 10: Passage Rate for Clinical Mental Health Counseling and School Counseling Exit Exam/First and Second Attempts (2015-2016)
4 passed on 2nd Attempt 24 Took Exit Exam
2015-2016 2014-2015 2013-2014 2012-2013 2011-2012
Number of Students Completing Exit Exam
Number of Students Passing in First Attempt
Number of Students Passing in Second Attempt
Overall Passage Rate
24 24 31 38 23
19 23 31 34 20
4 0 4 3
96% 96% 100% 100% 100%
A minimum score of 70 is required to pass the exit exam. Students completed the Counselor Preparation Comprehensive Exam as the exit exam during the 2015-2016 academic year.
Table 10: GRE Scores, GPA at Entry, and GPA at Exit for Counseling and Leadership Candidates GRE Scores
GPA at Entry
GPA at Exit
2015 2016
2014 2015
2013 2014
2012 2013
20112012
20152016
20142015
2013 2014
2012 2013
20112012
2015 2016
20142015
2013 2014
20122013
2011 2012
EDD Curriculum & Leadership
150.8 – V
146.6-V
890
987
1000
3.70
3.76
3.83
3.81
3.83
3.97
3.67
3.98
3.96
4.00
EDS Educational Leadership
143.7 – Q 147.6 – V
a
832
860
3.24
3.71
3.84
3.73
3.69
3.93
3.85
3.87
3.86
3.85
3.79
3.80
142.3-Q 147 – V 137.5-Q 143.2 Q a
_
-
_
1035
940
_
_
Med/MAT Educational Leadership (Seated)
_
a
760
645
_
a
Med/MAT Educational Leadership (Online)
a
_
940
872
3.06
_
School Counseling
147.1 – V
144.3 – V
861
858
3.21
3.00
School
143.5 Q -
139.3 Q _
_
3.23
EDS Educational Leadership – Teacher Certification EdS School Counseling
a
_
3.13
3.22
3.71
3.83
-
3.82
a
3.82
3.89
2.98
3.11
-
3.98
4.00
3.42
3.89
3.40
3.26
a
a
4.00
3.94
4.00
3.10
3.14
3.73
3.68
3.84
3.79
3.82
Table 10 Continued
Counseling-NonDegree MS Community Counseling MS Clinical Mental Health Counseling
GRE Scores 2015 2016
2014 2015
-
144-V 145.5 Q
150- V
2013 2014
GPA at Entry 2012 2013
20112012
20152016
20142015
835
936
_
3.59
2.98
2013 2014
2012 2013
GPA at Exit 20112012
2015 2016
20142015
2013 2014
20122013
a
3.83
3.84
3.85
2011 2012
3.85
3.94
145.1 Q
Data Source – UITS for 2015-2016 data; Office of Institutional Research and Effectiveness for prior years’ data. a Scores for 5 or fewer students scores in this cell. Scoring for the GRE changed from a 200-800 scale to a 130-170 scale in 2011. V=Verbal score, Q = Quantitative score
Figure 11: GPA at Entry and Exit for Counseling and Leadership Candidates (2015-2016)*
Object 24
Data Source – UITS
Table 11: One – Year Retention Rates for Counseling and Leadership Candidates
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
EDD Curriculum and Leadership
100
87.5
100
100
-
EDS Educational Leadership EDS School Counseling Med/MAT Educational Leadership
79.5
68.2
91.4
100
96.8
0
100
100
-
0
100
50
50
58.8
90.5
Med School Counseling
57.1
50
85.7
90
71.4
MS Community Counseling
82.6
88.2
81.3
95.7
84.2
Data Source – Office of Institutional Research and Effectiveness. Values are percentages. Retention rates indicate the percentage of students retained through the completion of an academic year in their respective programs. Not applicable is indicated with (-)
Table 12: Three – Year Graduation Rates for Counseling and Leadership Candidates
2014
2013
2012
2011
2010
EDD Curriculum and Leadership
12.5
14.3
-
-
-
EDS Educational Leadership EDS School Counseling Med/MAT Educational Leadership
83
92.3
83.3
100
99.1
-
-
100
-
100
61.5
47.1
95.2
100
85.7
Med School Counseling
78.6
77.8
57.1
76.9
70
MS Community Counseling
56.3
85.7
78.9
92.9
100
Data Source – Office of Institutional Research and Effectiveness. Values are percentages. Graduation rates indicate the percentage of students graduating within a three-year period from their respective programs. Not applicable is indicated with (-)
Fall 2015- Summer 2016 Health, Physical Education, and Exercise Science Program Data Table of Contents Table 1Summary Data for Undergraduate Student Enrollment by Program and Full-Time / Part-Time Students Figure 1 Enrollment Trend by Program Table 2Summary Data for Undergraduate Students Admitted to Teacher Education for Health and Physical Education Table 3Total Enrollment Data by Race/Ethnicity and Full-Time / Part-Time Students by Program Table 4Full-Time Enrollment Data for Undergraduate Programs by Race/Ethnicity and Gender Table 5Part-Time Enrollment Data for Undergraduate Programs by Race/Ethnicity and Gender Table 6Average GPA at Admission to Program for Bachelor’s Degree Table 7Average GPA at Exit from Program for Bachelor’s Degree Table 8Average GPA at Admission to Program for Post-Baccalaureate Certification Table 9GACE Summary Scores for Health and Physical Education by Year Table 10 Number of Degrees Conferred by Program and Year Figure 2 Bachelor’s Degrees Conferred Figure 3 Graduate Degrees Conferred Table 11 Summary Data for Graduate Student Enrollment by Program and Full-Time / Part-Time Students Table 12 Summary Data for Graduate Student Enrollment by Program Figure 4 Graduate Student Enrollment Table 13 Summary Graduate Program Total Enrollment Data by Race/Ethnicity, Gender, and Status Table 14 Average GPA at Admission to Program by Degree Table 15 Average GPA at Exit from Program by Degree 2015-2016 Health, Physical Ed
Fall 2015- Summer 2016 Health, Physical Education, and Exercise Science Program Data Undergraduate Student by Program Table 1: Summary Data for Undergraduate Students Enrollment by Program and Full-Time/Part-Time Students Program Exercise Science Health & Physical Education Health Science Department Total
Status
Total
Full Time Part Time Full Time
236 56 48
% of Program Enrollment 81% 19% 77%
Part Time
14
23%
Full Time Part Time Full Time Part Time
268 67 552 137
80% 20% 80% 20%
Figure 1: Enrollment Trend by Program
Total 292
% of Department Enrollment 42%
62
9%
Data Source: Columbus State University Information & Technology Services (UITS) Banner
335
49%
689
100%
-
ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS)
Data Source: Columbus State University Information & Technology Services (UITS) Banner
- ISIS COEHP Assessment and Accreditation Rpts
(P_PAAR_RPRTS)
Table 2: Summary Data for Undergraduate Students Admitted to Teacher Education for Health and Physical Education
Academic Year
HPE Students Enrolled in Teacher Education
HPE Candidates Admitted to Teacher Education
2015 2014 2013 2012 2011 2010
17 14 21 31 20 22
2 1 11 10 11 3
Information & Technology Services (UITS) Banner
- ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS)
Data Source: Columbus State University
Table 3: Total Enrollment Data by Race/Ethnicity and Full-Time / Part-Time Students by Program
Ethnicity American Indian or Alaska Native Asian Black or African American Hispanic or Latino International Native Hawaiian or Pacific Islander White or Caucasian Two or More Races TOTAL
Exercise Science
Program %
Health & Physical Education
Program %
Health Science
Program %
2
0%
.
0%
1
0%
6
2%
.
0%
9
2%
110
38%
27
40%
200
60%
16
5%
2
3%
16
4%
6
2%
.
0%
1
0%
1
0%
.
0%
2
0%
141
48%
33
52%
97
30%
10
3%
.
0%
9
2%
292
62
Data Source: Columbus State University Information & Technology Services (UITS)
Banner - ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS)
335
Table 4: Full-Time Enrollment Data for Undergraduate Programs by Race/Ethnicity and Gender Program
Gender
Asian
%
African American / Black
%
Hisp.
%
Intern.
%
Exercise Science
Native Haw./ Pacific Islander
F M Total F M Total F M Total
5 1 6 0 0 0 5 2 7
2% . 3% . . . 2% . 3%
47 45 92 3 7 10 128 30 158
20% 19% 39% 7% 15% 19% 50% 12% 62%
5 8 13 0 1 1 5 4 9
2% 3% 6% . . . 2% 2% 4%
3 3 6 0 0 1 1 0 1
1% 1% 3% . . . . . .
0 0 0 0 0 0 1 0 1
Health & Physical Education Health Science
Data Source: Columbus State University Information & Technology Services (UITS) Banner
(P_PAAR_RPRTS)
% Am. Indian /Nat. Alas
. . . . . . . . .
1 1 2 0 0 0 1 0 1
%
Two or More Races
%
White/ Cauc.
%
Total
. . 1% .
6 3 9 0 0 0 3 1 4
3% 1% 4% . . . 1% . 2%
61 47 108 20 16 36 56 20 76
26% 20% 46% 41% 33% 74% 22% 8% 30%
129 107 236 24 24 48 211 57 268
. . . .
- ISIS COEHP Assessment and Accreditation Rpts
Table 5: Part-Time Enrollment Data for Undergraduate Programs by Race/Ethnicity and Gender Program
Gender
Asian
%
African American / Black
%
Hisp.
%
Intern.
Exercise Science
F M Total F M Total F M Total
0 0 0 0 0 0 1 0 1
. . . . . . 2% . 2%
11 8 19 1 4 2 31 5 36
19% 14% 33% 7% 29% 29% 46% 8% 54%
2 1 3 0 0 0 5 0 5
4% 2% 5% . . . 8% . 8%
0 0 0 0 0 0 0 0 0
Health & Physical Education Health Science
Data Source: Columbus State University Information & Technology Services (UITS) Banner
% Native Haw./ Pacific Islander
. . . . . . . . .
1 0 1 0 0 0 0 1 1
%
2% 2% . . . . 2% 2%
Am. Indian /Nat. Alas
0 0 0 0 0 0 0 0 0
% Two or More Races
%
. . . . . . . . .
2% 2% . . . 2% 2% 3%
1 0 1 0 0 0 1 1 2
White/ Cauc.
%
15 17 33 1 8 5 17 5 22
26% 32% 58% 14% 57% 71% 25% 8% 33%
- ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS)
Total
30 26 56 2 12 14 55 12 67
Candidate Data by Program Initial and Exit Program Transition Points Table 6: Average GPA at Admission by Program for Bachelor’s Degree Program Name
Academic Year
Exercise Science
2015 2014 2013 2012 2011 2015 2014 2013 2012 2011 2015 2014 2013 2012 2011
Health & Physical Education
Health Science
Data Source: Columbus State University Information & Technology Services (UITS) Banner
(P_PAAR_RPRTS)
Average Admission GPA N/A N/A N/A N/A N/A 2.92 2.97 3.06 3.11 2.98 N/A N/A N/A N/A N/A
Number of Students Admitted N/A N/A N/A N/A N/A 19 1 12 10 11 N/A N/A N/A N/A N/A
- ISIS COEHP Assessment and Accreditation Rpts
Table 7: Average GPA at Exit from Program for Bachelor’s Degree Program Name
Academic Year
Exercise Science
2015 2014 2013 2012 2011 2015 2014 2013 2012 2011 2015 2014 2013 2012 2011
Health & Physical Education
Health Science
Data Source: Columbus State University Information & Technology Services (UITS) Banner
(P_PAAR_RPRTS)
Average Exit GPA 3.05 3.06 3.02 3.14 3.00 3.07 3.09 3.20 3.04 3.17 3.13 3.15 3.12 3.08 3.06
Number of Students Completed 46 47 37 37 38 12 9 14 7 4 52 49 58 54 48
- ISIS COEHP Assessment and Accreditation Rpts
Table 8: Average GPA at Admission to Program for Post-Baccalaureate Certification
Program Name
Academic Year
Health & Physical Education (Post-Baccalaureate)
2015 2014 2013 2012 2011 2010
Data Source: Columbus State University Information & Technology Services (UITS) Banner
(P_PAAR_RPRTS)
Average Admission GPA 2.67 2.55 2.21 4.0 2.63 2.65
Headcount 2 2 3 1 2 3
- ISIS COEHP Assessment and Accreditation Rpts
Table 9: GACE Content Summary Scores for Health and Physical Education by Year
Program Completer Year 2014-2015
2013-2014
2012-2013
2011-2012
2010-2011
GACE Exam
Number of Test Takers
Degree Program
Number Tested
Number Passed
%
Statewide Pass Rate
115- Health Physical Ed 116- Health Physical Ed 115- Health Physical Ed 116- Physical Education 115- Health Physical Ed 116- Physical Education 115- Health Physical Ed 116- Physical Education 115- Health Physical Ed 116- Physical Education
8
BSED
8
7*
88
66
8
BSED MAT BSED MAT BSED
7 1 8 0 8
6** 1** 7 0 7
100 100 88 -88
90
BSED MAT BSED MAT BSED MAT BSED MAT BSED MAT BSED MAT
11 6 11 5 4 6 4 6 12 8 12 8
11 6 11 5 3 6 4 6 10 8 12 8
100 100 100 100 75 % 100 % 100 % 100 % 83 % 100 % 100 % 100 %
11 11 11 11 10 10 20 20
Data Source: Pearson Education, Inc. GACE Data
*13% (1) passed induction COEHP, 25% State passed induction / 75% (6) passed professional COEHP, 91% State passed Professional
**13% (1) passed induction COEHP / 88% State passed induction / 28% (7) passed professional COEHP (1 MAT), 62% State passed Professional
95% 95% 89% 99% 97% 98% 96% 97%
Table 10: Number of Degrees Conferred by Program and Year Degree
Year
Exercise Science
Bachelor’s
2015 2014 2013 2012 2011 2010 2015 2014 2013 2012 2011 2010 2015 2014 2013 2012 2011 2010 2016 2015
34 48 37 37 38 39 N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A 5 4
MAT
MED
MS
Health & Physical Education 7 7 14 7 4 12 3 3 11 8 9 8 3 3 5 2 3 4 N/A N/A
Data Source: Data Source: Columbus State University Information & Technology Services (UITS) Banner
(P_PAAR_RPRTS) ; Completed Exit Exams
Figure 2: Bachelor’s Degrees Conferred
Health Science
Totals
64 49 58 54 48 40 N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
105 104 109 98 90 91 3 3 11 8 9 8 3 3 5 2 3 4 5 4
- ISIS COEHP Assessment and Accreditation Rpts
Object 26
Data Source: Columbus State University Information & Technology Services (UITS) Banner
(P_PAAR_RPRTS)
- ISIS COEHP Assessment and Accreditation Rpts
Figure 3: Graduate Degrees Conferred
Object 28
Data Source: Columbus State University Information & Technology Services (UITS)
Banner - ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS)
Table 11: Summary Data for Graduate Student Enrollment by Program and Full-Time/Part-Time Students Graduate Program (Health & PE) MAT
Academic Year 2015 2014 2013 2012 2011
MED
2015 2014 2013 2012
2011
MS
2015 2014
Status Total
Enrollment % of Program Enrollment 83% 17% 100% 0% 81 % 19 %
10 2 9 0 17 4
Full Time
25
89 %
Part Time
3
11 %
Full Time Part Time
17 5
77 % 23 %
Part Time
5
20 %
Full Time Part Time Full Time Part Time
6 6 4 5
50% 50% 44% 56%
12
Full Time
2
18 %
11
Part Time
9
82 %
Full Time
6
55 %
Part Time
5
45 %
Full Time
4
50 %
Part Time
4
50%
Part Time
4
44 %
Full Time
6
35%
Part Time
11
65%
Full Time
18
100%
Data Source: Columbus State University Information & Technology Services (UITS) Banner
(P_PAAR_RPRTS)
Total 12
Full Time Part Time Full Time Part Time Full Time Part Time
9 21 28 22
9
11
8
17 18
- ISIS COEHP Assessment and Accreditation Rpts
Table 12: Summary Data for Graduate Student Enrollment by Program Academic Year
Program
Enrollment
Graduate Program %
Total Enrollment
2015
MS MAT MED MS MAT MED MAT MED MAT MED MAT MED MAT MED
17 12 12 18 9 9 21 11 28 11 22 8 25 9
41% 29% 29% 50% 25% 25% 66 % 34 % 72 % 28 % 73 % 27 % 25 % 9%
41
2014
2013 2012 2011 2010
Data Source: Columbus State University Information & Technology Services (UITS) Banner
(P_PAAR_RPRTS)
- ISIS COEHP Assessment and Accreditation Rpts
36
32 39 30 34
Figure 4: Graduate Student Enrollment
Object 30
Data Source: CSU Office of Institutional Research and Effectiveness, 2015
Notes: Second year data for the MS Exercise Science
Table 13: Summary Graduate Program Total Enrollment Data by Race/Ethnicity, Gender, and Status Program
Gender
Health & Physical Education (MAT)
F
M
Health & Physical Education (MED)
Total F
M
Total
Asian
% African American / Black
%
Hisp .
%
Intern.
% Native Haw./ Pacific Islander
%
Am. Indian /Nat. Alas
%
Two or More Races
%
White/ Cauc.
%
Total
Full Time Part Time
0
.
2
9%
0
.
0
.
0
.
0
.
0
.
2
26%
4
0
.
2
9%
0
.
0
.
0
.
0
.
0
.
1
4%
3
Full Time
0
.
1
9%
0
.
0
.
0
.
0
.
0
.
2
22%
3
Part Time
0
.
1
9%
0
.
0
.
0
.
0
.
0
.
1
.
2
0 0
. .
6 0
50% .
0 0
.
0 0
. .
0 0
. .
0 0
. .
0 0
. .
6 0
50% .
12 0
5
36%
0
.
0
0
.
0
.
1
9%
6
1
9%
0
.
0
0
.
0
.
1
9%
2
2
18%
0
.
0
0
.
0
.
2
18%
4
7
64%
0
.
0
0
.
0
.
4
36%
12
Full Time Part Time
0
Full Time Part Time
0
.
0 0
.
Data Source: Columbus State University Information & Technology Services (UITS) Banner
0 .
0
.
0 .
0
.
- ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS)
Table 14: Average GPA at Admission to Program by Degree Health and Physical Education Graduate Initial Certification (MAT)
Graduate Advanced Certification (MEd)
Exercise Science Master of Science in Exercise Science (MS)
Academic Year
Average Admission GPA
2015 2014 2013 2012 2011 2015 2014 2013 2012 2011 Academic Year 2015 2014
2.82 2.71 2.75 3.24 3.15 3.25 3.37 3.00 3.12 3.09 Average Admission GPA 3.08 3.07
Data Source: CSU Office of Institutional Research and Effectiveness, 2015; Completed Exit Exams
Number of Students Admitted 12 9 5 14 15 12 3 11 6 4 Number of Students Admitted 17 7
Table 15: Average GPA at Exit from Program by Degree Health and Physical Education Graduate Initial Certification (MAT)
Academic Year
Average Exit GPA
Exercise Science
2015 2014 2013 2012 2011 2015 2014 2013 2012 2011 Academic Year
3.55 3.58 3.67 3.48 3.64 3.18 3.46 3.47 3.55 3.56 Average Exit GPA
Master of Science in Exercise Science (MS)
2015 2014
3.62 3.53
Graduate Advanced Certification (MEd)
Data Source: CSU Office of Institutional Research and Effectiveness, 2016; Completed Exit Exams
Number of Students Completed 3 3 11 8 9 3 3 5 2 3 Number of Students Completed 5 4
Columbus State University College of Education and Health Professions School of Nursing Facts and Figures Reference Data Publication Table of Contents Figure 1
BSN Degrees Conferred
Table 1
Undergraduate Students by Race/Ethnicity
Figure 2
Undergraduate Male to Female Enrollment
Figure 3
Average BSN Undergraduate Acceptance GPA
Figure 4
Undergraduate BSN Average Completion GPA
Figure 5
Undergraduate BSN Retention Rate
Figure 6:
National NCLEX-RN Percentage Passage Rate
Table 2
RN to BSN Admitted Students Full-time/Part-time
Table 3
RN to BSN Enrolled Students Full-time/Part-time
Table 4
RN to BSN Students by Race/Ethnicity
Figure 7
RN to BSN Male to Female Enrollment
Figure 8
RN to BSN Completion GPA RN to BSN
Figure 9
RN to BSN Retention Rate
Table 5
Overall Master Program Enrollment
Table 6
MSN Track Enrollment (CSU Cohort)
Table 7
MSN Students by Race/Ethnicity (CSU Cohort)
Table 8
MSN Male to Female Enrollment (CSU Cohort)
Table 9
MSN Average GPA (CSU Cohort)
Table 10
MSN Completion GPA (CSU Cohort)
Table 11
MSN Graduates
Table 12
FNP Students by Race/Ethnicity (CSU Cohort)
Table 13
FNP Male to Female Enrollment (CSU Cohort)
Table 14
FNP Average GPA (CSU Cohort)
Table 15
FNP Graduate and Completion GPA (CSU Cohort)
Columbus State University College of Education and Health Professions School of Nursing Facts and Figures Reference Data Publication The Columbus State University School of Nursing has demonstrated growth in the degrees offered in the nursing program. The School of Nursing implemented an online RN to BSN program in 2010. In 2012, the School of Nursing joined the Georgia Intercollegiate Consortium for Graduate Nursing Education (GICGNE), a partnership between Columbus State University and Georgia Southwestern University. This has resulted in the establishment of a Masters in Nursing program to meet demands for advanced degrees in the nursing profession. Through the GICGNE partnership, a Family Nurse Practitioner program was implemented in January of 2015. The School of Nursing has exhibited diverse patterns within the programs. The patterns in the 2015-2016 academic year included a decline of 7.8% in the undergraduate bachelor of nursing program, an increase of 29.4% in the RN to BSN nursing program, and an increase of 103 % in the Columbus State cohort of MSN and FNP students. Bachelor of Science Figure 1 represents the number of overall Bachelor’s degrees conferred for undergraduate and RN to BSN graduates.
Object 33
Data Source: Banner - ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS)
Figure 1: BSN Degrees Conferred
A decrease of 2.6% occurred in degrees conferred in the Bachelors of Science in Nursing from 2015 to 2016.
Columbus State University College of Education and Health Professions School of Nursing Facts and Figures Reference Data Publication Enrollment Data for Undergraduate BSN Program by Race/Ethnicity 2015-2016 The total enrollment for undergraduate nursing students was 184. The student ethnicity population consisted of 29% black, 5% Asian, 5% Hispanic, 58% white, 1% two or more races, and 1% Native Hawaiian/Pacific Islanders. 2014-2015 The total enrollment for undergraduate nursing students was 212. The student ethnicity population consisted of 32% black, 0.8% American Indian/Alaska Native, 4.5% Asian, 4.4% Hispanic, 57% white, 0.9% two or more races, and 0.4% Native Hawaiian/Pacific Islanders. 2013-2014 The total enrollment for undergraduate nursing students was 230. The student ethnicity population consisted of 31% black, 0.4% American Indian/Alaska Native, 4% Asian, 5.2% Hispanic, 56.6% white, 2% two or more races, and 0.4% Native Hawaiian/Pacific Islanders. 2012-2013 The total enrollment for undergraduate nursing students was 219. The student ethnicity population consisted of 32% black, 0.4% American Indian/Alaska Native, 2% Asian, 5% Hispanic, 58% white, 1.8% two or more races, and 0.4% Native Hawaiian/Pacific Islanders. Table 1: Undergraduate BSN Students by Race/Ethnicity
2015
Non Reside nt Alien 0
2014
0
Year
Black
55(29 %) 67(32 %)
American Indian/ Alaska Native
Asian
Int
Hispanic
White
Two or More Races
0
10(5%)
0
10(5%)
106(58%)
2(1%)
Native Hawaiian / Pacific Islander 2(1%)
2(.8%)
10(4.5% )
0
9(4.4%)
120(57%)
3(.9%)
1(0.4%)
Total
185 212
2013
0
2012
0
72(31 %) 70(32 %)
1(0.4%)
9(4%)
1 (0.4%)
5 (2%)
1(0.4% ) 1(0.4% )
Data Source: Banner - ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS)
12(5.2%) 11 (5%)
130(56.6 %) 126(58%)
4(2%)
1(0.4%)
230
4 (1.8%)
1(0.4%)
219
Columbus State University College of Education and Health Professions School of Nursing Facts and Figures Reference Data Publication Figure 2 represents the Undergraduate Male to Female enrollment for the undergraduate School of Nursing Bachelors in Science Program. Figure 2: Undergraduate BSN Male to Female Enrollment
Object 36
Data Source: Banner - ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS)
The minimum Grade Point Average (GPA) for acceptance into the undergraduate nursing program is 2.75. Figure 3 represents the average GPA of each class accepted into the nursing program. Figure 3: Average Undergraduate BSN Acceptance GPA
Object 39
Data Source: Banner - ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS)
Columbus State University College of Education and Health Professions School of Nursing Facts and Figures Reference Data Publication Figure 4 represents the average GPA of each class at the completion of the nursing program as of spring 2016. Figure 4: Undergraduate BSN Average Completion GPA
Object 42
Data Source: Banner - ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS)
Retention rate has been reported yearly for Columbus State University. The School of Nursing has defined retention based on each cohort of students accepted. The change in trending of retention data was implemented in academic year 2014 to 2015 to meet the requirements of the Georgia Board of Nursing and American Association of Colleges of Nursing accreditation criteria. The time frame utilized for completion is three years from acceptance into the undergraduate Bachelors of Science in Nursing program. The retention rate for the undergraduate Bachelor of Science in Nursing Program has been revised to represent the trend for graduating classes from 2012 to 2015. Retention rate is noted in Figure 5. Figure 5: Undergraduate Bachelors of Science Retention Rate
Object 44
Data Source: CSU Program Evaluation, 2015
Columbus State University College of Education and Health Professions School of Nursing Facts and Figures Reference Data Publication
The National Council of State Boards of Nursing is the exam licensure board for all registered nurses in the United States. All applicants for registered nurse licensure are required to pass the National Council Licensure Examination--RN (NCLEX--RN) upon completion of an accredited program of study in nursing. The data in Figure 6 indicates the performance of graduates from the School of Nursing on the first attempt during the 12-month period from April to March as reported by the National Council of State Boards Annual Program Report. Figure 6: National NCLEX-RN Percentage First Time Passage Rate
Object 46
Data Source: National Council Board of Nursing 2016
RN to BSN Nursing Program Students are classified RN to BSN students upon acceptance to Columbus State University. Students enter CSU enrolled in the RN to BSN program in full-time and part-time status. Table 2 represents the number of full-time and part-time students admitted to the program. Table 2: Students Admitted RN to BSN Full-Time to Part-Time Ratio Year 2015 2014 2013 2012
Full-Time 149 55 38 16
Part-Time 27 100 77 43
Total Students 176 155 115 59
Data Source: Banner - ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS)
Columbus State University College of Education and Health Professions School of Nursing Facts and Figures Reference Data Publication Table 3: Students Enrolled RN to BSN Full-Time to Part-Time Ratio Year 2015 2014 2013 2012
Full-Time 218 99 68 31
Part-Time 137 204 166 101
Total Students 355 303 234 132
Data Source: Banner - ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS)
Enrollment Data for RN to BSN Program by Race/Ethnicity. The following data represents RN to BSN data since the initiation of a fully online curriculum. 2015-2016 The total enrollment full-time and part-time student was 355. The student ethnicity population consisted of 34.4% black, 0.6% American Indian/Alaska Native, 3.6% Asian, 2.2% Hispanic, and 59.2% white. 2014-2015 The total enrollment full-time and part-time student was 303. The student ethnicity population consisted of 35.2% black, 0.35% Asian, 1.75% Hispanic, 60.6% white, and 0.35% two or more races. 2013-2014 The total enrollment for full-time and part-time student was 234. The student ethnicity population consisted of 38% black, 0.4% American Indian/Alaska Native, 0.4% Asian, 1.1% Hispanic, 59% white, and 1.1% two or more races. 2012-2013 The total enrollment for full-time and part-time students was 132. The student ethnicity population consisted of 39% black, 2.3% American Indian/Alaska Native, 2.3% Asian, 0.8% Hispanic, 54% white, and 1.6% two or more races.
Columbus State University College of Education and Health Professions School of Nursing Facts and Figures Reference Data Publication Table 4: RN to BSN Students by Race/Ethnicity Year 2015 2014 2013 2012
Non – Resident Alien 0 0 0 0
Black
122(34.4%) 106(35.2%) 88(38%) 51(39%)
American Indian/ Alaska Native 2(0.6%) 0 1(0.4%) 3(2.3%)
Asian
13(3.6%) 1(.35%) 1(0.4%) 3(2.3%)
Hispanic
8(2.2%) 5(1.75%) 3(1.1%) 1(0.8%)
White
210(59.2%) 183(60.6%) 138(59%) 72(54%)
Native Hawaiian /Pacific Islander
Two or More Races 0 1(.35%) 3(1.1%) 2(1.6%)
0 0 0 0
Unknown
Total
0 0 0 0
355 296 234 132
Data Source: Banner - ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS)
Object 49
for the School of Nursing Bachelors in Science Program.
Figure 7 represents the RN to BSN Male to Female enrollment
Data Source: Banner - ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS)
Columbus State University College of Education and Health Professions School of Nursing Facts and Figures Reference Data Publication
Figure 8 represents the average RN to BSN GPA of each class at the completion of the program. Object 51
Data Source: Banner - ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS)
Retention rate has been reported yearly for Columbus State University. The School of Nursing has defined retention based on each cohort of students accepted. The change in trending retention rate was implemented in academic year 2014 to 2015. The time frame utilized for completion is three years from acceptance into the Bachelors of Science in Nursing program. The RN to BSN Program is composed of Registered Nurses who are completing the Bachelors of Science in Nursing Degree. Students accepted must still complete core curriculum required by the nursing program. The majority of students enrolled attend part-time. Completion of the core curriculum and part-time attendance are variables which may contribute to a lower retention rate. The retention rate for the RN to BSN Program is noted in Figure 9. Figure 9: RN to Bachelors of Science Retention Rates
Object 53
Data Source: Banner - ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS)
Columbus State University College of Education and Health Professions School of Nursing Facts and Figures Reference Data Publication In 2012, the School of Nursing joined the Georgia Intercollegiate Consortium for Graduate Nursing Education (GICGNE), a partnership between Columbus State University and Georgia Southwestern University. This has resulted in the establishment of a Masters in Nursing program to meet the graduates’ demands in the nursing profession. Through the GICGNE partnership, a Family Nurse Practitioner program was implemented in January of 2015. The patterns in the 2015-2016 academic year included an increase of 37% in the Masters in Nursing program and an increase of 179% in the Family Nurse Practitioner program in the Columbus State University cohort of students. Table 5 represents the specific overall program enrollment for the Masters in Science Nursing program. Year 2015 2014 2013 2012
MSN 37 27 28 11
FNP 67 24 0 0
Total 104 51 28 11
Data Source: Banner - ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS)
Masters in Nursing Program Table 6 delineates the Masters of Science in Nursing Program Tracks Year
2015 2014
Education
20 11
Informatics
5 3
Data Source: SON PACE Office, 2015
Leadership
12 11
Health Care Informatics Certificate
0 1
Nurse Educator Certificate
0 1
Total
37 27
Columbus State University College of Education and Health Professions School of Nursing Facts and Figures Reference Data Publication Table 7 represents race and ethnicity of the students in the MSN Columbus Cohort. Year
201 5 201 4 201 3 201 2
Non Resident Alien
Black
American Indian/ Alaska Native
Asian
Hispanic
White
Two or More Races
Native Hawaiian / Pacific Islander
Unknown
Total
0
22(60%) 0
0
3 (8%)
10 (27%)
2 (5%)
0
0
37
0
15(56%) 0
0
3(11%)
9(33%)
0
0
0
27
0
11(39%) 0
0
1(3.5%)
15(54%)
1(3.5%)
0
0
28
0
4 (36%)
0
0
6 (55%)
1 (9%)
0
0
11
0
Data Source: Banner - ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS)
Table 8: Male to Female Enrollment MSN (CSU Cohort) Year 2015 2014 2013
Male 0 0 1
Female 37 27 27
Total 37 27 28
Data Source: Banner - ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS)
Table 9 represents the average GPA of each class accepted into the Master in Science Nursing program. Year Average GPA 2015 3.2 2014 3.27 Source: Banner - ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS) 2013 3.13
Data
Columbus State University College of Education and Health Professions School of Nursing Facts and Figures Reference Data Publication Table 10 represents the completion GPA of the MSN program Year 2015 2014
Average GPA 3.78 3.79
Data Source: Banner - ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS)
Table 11 represents the Graduates of the MSN program Year 2015 2014
Graduates 6 ** First Class Admitted
Data Source: Banner - ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS)
Family Nurse Practitioner Program The following represents the Georgia Intercollegiate Consortium for Graduate Nursing Education (GICGNE), a partnership between Columbus State University and Georgia Southwestern University Family Nursing Practitioner (FNP) Program. The following data is a representation of the Columbus State cohort since the initiation of the program in January 2015. Table 11 represents race and ethnicity of the students in the Columbus Cohort. Table 12: Family Nurse Practitioner (FNP) Students by Race/Ethnicity (CSU Cohort) Year
201 5 201 4
Non Residen t Alien
0
Black
17(25
America n Indian/ Alaska Native
Asia n
Hispan ic
0
2(3%) 1(2%)
%)
0
5(21%)
White
Two or More Race s
43(64
Native Hawaiia n/ Pacific Islander
Unknow n
Tota l
4(6%) 0
0
67
2(8%) 0
0
24
%)
0
0
1(4%)
16(67 %)
Data Source: Banner - ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS)
Table 13 represents the Gender enrollment ratio for the Family Nurse Practitioner Program. Year 2015 2014
Male 9 2
Female 58 22
Total 67 24
Data Source: Banner - ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS)
Table 14 represents the average GPA of each class accepted into the Family Nurse Practitioner program (CSU Cohort) Year 2015 2014
Average GPA 3.23 3.16
Data Source: Banner - ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS)
Table 15 represents the number of graduates of the FNP program and completion GPA (CSU Cohort) Year Graduates Average GPA 2015 10 3.44 Data Source: Banner - ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS)
Fall 2015- Summer 2016 Teacher Education Table of Contents
Figure 1
Total Teacher Education Enrollment in the Last Five Years
Figure 2
Total Undergraduate in the Last Five Years
Table 1
Undergraduate Enrollment by Teacher Education Program in the Last Five Years
Figure 3
2015-2016 Undergraduate Enrollment by Program
Figure 4
2015-2016 Post Bac Enrollment by Program
Figure 5
2015-2016 MAT Enrollment by Program
Table 2
Master of Education (MEd) Program Enrollments, 2015-2016
Figure 6
2015-2016 Med Enrollment by Program
Table 3
Education Specialist (EdS) Program Enrollments, 2015-2016
Figure 7
2016-2016 EdS Enrollment by Program
Figure 8
Undergraduate Enrollment Status in the Last Five Years
Table 4
Total Undergraduate Enrollment in Teacher Education Department in the Last Five Years by Status
Figure 9
Post Bac Enrollment Status in the Last Five Years
Figure 10
Graduate Initial Cert Enrollment Status in the Last Five Years
Figure 11
Graduate Advanced Cert Enrollment Status in the Last Five Years
Figure 12
Undergraduate Enrollment by Status and Gender in the Last Five Years
Figure 13
2015-2016 Undergraduate Enrollment Status by Gender
Figure 14
2015-2016 Post Bac Enrollment Status by Gender
Figure 15
2015-2016 Graduate Initial Certification Enrollment Status by Gender
Figure 16
2015-2016 Advanced Graduate Enrollment Status by Gender
Table 5
Graduate Initial Certification Enrollments by Program in the Last Five Years
Table 6
Graduate Advanced Certification Enrollments by Program in the Last Five Years
Table 7
Undergraduate Student Enrollment by Gender and Race in All Teacher Education Programs in the Last Five Years
Table 8
Undergraduate Student Enrollment by Program, Race and Gender in Teacher Education in the Last Five Years
Table 9
Graduate Initial Certification Enrollments by Program and Race in Teacher Education in the Last Five Years
Table 10
Graduate Advanced Certification Enrollments by Program and Race in Teacher Education in the Last Five Years
Figure 17
Average Undergraduate GPA at Admission to Teacher Education in the Last Five Years
Figure 18
Average Post Back GPA at Admission to Teacher Education in the Last Five Years
Figure 19
Average MAT GPA at Admission to Teacher Education in the Last Five Years
Figure 20
Average Advanced Graduate GPA at Admission to Teacher Education in the Last Five Years
Table 11
Undergraduate Average GPA at Admission to Teacher Education Programs, 2015-2016
Table 12
Initial Graduate Certification Average GPA at Admission to Teacher Education Programs, 2015-2016
Table 13
Advanced Graduate Certification Average GPA at Admission to Teacher Education Programs, 2015-2016
Figure 21
Average Undergraduate GPA at Exit from Teacher Education in the Last Five Years
Figure 22
Average Post Bac GPA at Exit from Teacher Education in the Last Five Years
Figure 23
Average MAT GPA at Exit from Teacher Education in the Last Five Years
Figure 24
Average Advanced Graduate GPA at Exit from Teacher Education in the Last Five Years
Table 14
Post-Bac program completers in Teacher Education Department, 2015-2016
Table 15
Program Completers by Degree Type, Teacher Education, 2015-2016
Table 16
Undergraduate Program Completers by Program in Teacher Education and Average Exit GPA, 2015-2016
Table 17
Grad Initial Cert Program Completers by Program in Teacher Education and Average Exit GPA, 2014-2015
Table 18
Advanced Grad Program Completers by Program in Teacher Education and Average Exit GPA, 2015-2016
Data Sources: Columbus State University Information & Technology Services (UITS) Banner - ISIS COEHP Assessment and Accreditation Rpts (P_PAAR_RPRTS)
Figure 1
Object 55
Total Enrollment Changes: 4-year total enrollment # change: -279 4-year total enrollment % change: -29.6 % 1-year total enrollment # change: -71 1-year total enrollment % change: -10%
Figure 2
Object 58
Enrollment data includes students who were admitted and enrolled during AY 2015-2016
Table 1 Undergraduate Enrollment by Teacher Education Program in the Last Five Years Program
20112012
20122013
20132014
20142015
20152016
Art
14
10
11
10
5
Biology
5
6
7
5
5
Chemistry
2
2
1
0
0
188
155
163
134
97
Earth & Space Science (Secondary)
2
4
3
4
2
English (Secondary)
13
12
13
11
6
ECE
ESOL
1
French
2
0
0
0
1
Health & PE
0
0
0
19
0
History (Secondary)
17
9
19
14
11
Math (Secondary)
12
11
9
11
6
Middle Grades
34
37
32
28
20
Music
32
22
24
29
26
Spanish
5
6
9
7
2
Spec Ed Gen Curr Reading
45
49
40
29
20
Theatre
14
12
3
3
5
385
335
334
304
206
Total
Total Enrollment Change in Undergraduate Certification Programs: 4-year total enrollment # change: -179 4-year total enrollment % change: -46.5% Total enrollment change from last year (2014-2015 to 2015-2016) : -98 (32.2% decrease)
Figure 3
Object 61
Total Undergraduate Enrollment for AY 2015-2016 is 206
Figure 4
Object 64
2015- 2016 Total Post-Bac enrollment is 40. Figure 5
Object 66
2015-2016 Total MAT enrollment is 95.
Table 6 Master of Education (MEd) Programs Enrollments, 2015-2016 Program
Enrollment
Accomplished Teaching*
53
Art Education
5
Early Childhood Education
29
Education
1
Endorsement
6
MG Language Arts
2
MG Mathematics
3
MG Reading
1
MG Science
3
MG Social Studies
2
Middle Grades Education
2
Music Education
0
Secondary Ed - English
2
Secondary Ed - Mathematics
1
Secondary Ed - Science
1
Secondary Ed - Social Science
0
Secondary Education
9
Spec Ed: General Curriculum
104
Teacher Leadership*
45
Theatre Education
18
Grand Total *Leads to initial certification
285
Figure 6
Object 69
2015-2016 Total MEd enrollment is 285.
Table 3 Education Specialist (EdS) Programs Enrollments, 2015-2016 Program Early Childhood Education Middle Grades (MG) Middle Grades English Middle Grades Mathematics Middle Grades Science Secondary English Secondary Education Special Education Total
EdS 8 3 1 2 0 0 19 5 38
Figure 7
Object 71
2015-2016 Total EdS enrollment is 38.
Figure 8
Object 73
Table 9 Total Undergraduate Enrollment in Teacher Education Department in the Last Five Years by Status Year
Full-time candidates
Part-time candidates
Total
2011-2012
354
31
385
2012-2013
306
29
335
2013-2014
316
18
334
2014-2015
283
21
304
2015-2016
201
5
206
Figure 9
Object 76
Figure 10
Object 79
Figure 11
Object 82
Figure 12
Object 84
Figure 13
Object 86
Figure 14
Object 89
Figure 15
Object 92
Figure 16
Object 94
Table 5 Graduate Initial Certification Enrollments by Program in the Last Five Years Program
20112012
20122013
20132014
20142015
20152016
MAT Art Education
5
5
5
5
4
MAT ECE
17
15
15
14
7
MAT Middle Grades (MG)
25
3 2
1
MAT MG English
1
1
MAT MG Mathematics
5
4
MAT MG Science
1
MAT MG Social Science
1 2
2
MAT School Lib Med
19
3
1
1
MAT Secondary Ed English
26
22
11
3
MAT Secondary Ed Math
12
5
4
1
MAT Secondary Ed Chem
1
0
MAT Secondary Ed Bio
6
6
5
MAT Secondary Ed History
9
6
9
MAT Secondary Education
1 28
MM Music Ed
1
1
MATC Secondary Ed Math
16
23
10
MATC Secondary Ed Science
12
10
3
MATC Secondary Ed
2
57
19
MAT Spec Ed Beh Dis MAT Spec Ed Gen Cur
35
26
30
23
23
184
132
100
99
95
MAT Sec Science Total
Total Enrollment Change in Graduate Initial Certification Programs: 4-year total enrollment change: -37 (-28 %) 1-year total enrollment change: -4 (-4%)
Table 6 Graduate Advanced Certification Enrollments by Program in the Last Five Years Program
20112012
20122013
20132014
20142015
20152016
EdS Early Childhood
35
26
18
16
8
EdS Middle Grades (MG)
26
6
3
2
3
EdS MG English
2
1
1
1
EdS MG Mathematics
5
3
4
2
EdS MG Reading
2
1
EdS MG Science
4
0 1
EdS Secondary Ed English
7
7
4
EdS Secondary Ed Math
5
5
7
Eds Secondary Ed Science
8
7
5
EdS Secondary Ed Soc Science
4
5
2
EdS Secondary Education
1
1
EdS Special Education
8
19
MEd Accomplished Teaching *
49
MEd Art Education MEd Early Childhood Education
18
19
12
5
5
43
38
49
53
5
6
7
4
5
53
51
38
34
37
MEd Education (Nondegree)
1
1
MEd Endorsement
2
6
MEd Middle Grades Education
32
5
4
4
5
MEd MG Language Arts
4
2
1
3
MEd MG Mathematics
8
5
5
5
MEd MG Reading
2
1
1
1
MEd MG Science
5
4
4
3
MEd MG Social Studies
1
2
2
2
Program MM Music Education
20112012
20122013
20132014
20142015
5
4
1
1
10
9
3
MEd School Lib and Media MEd Sec Ed English
18
9
3
3
MEd Sec Ed Math
5
7
5
3
MEd Sec Ed Science
6
7
6
1
MEd Secondary Ed Soc Science
8
9
5
2
MEd Secondary Education MEd Spec Ed General Curriculum
28
32
MEd Teacher Leadership* MEd Theatre Education Total
20152016
1 1
2
28
41
63
104
14
38
45
2
7
14
19
18
305
299
255
289
323
Total Enrollment Change in Graduate Advanced Certification Programs: 4-year total enrollment: +24 (+8%) 1-year total enrollment change: +34 (+11%) *Leads to Initial Certification
Table 7 Undergraduate Student Enrollment by Gender and Race in All Teacher Education Programs in the Last Five Years Race African-American American Indian or Alaska Native Asian Hawaiian Native or Pacific Islander Hispanic International Two or more races White Total
Gender Female Male Female Male
2011-2012 N % 65 16.9 % 7 1.8 % 0 0% 1 <1 %
2012-2013 N % 67 20 % 8 2.4 % 0 0% 0 0%
2013-2014 N % 70 21 % 7 2% 0 0% 0 0%
2014-2015 N % 59 19% 12 4% 0 0% 0 0%
2015-2016 N % 45 22% 7 3% 0 0% 1 <1%
Female Male Female Male
4 1 0 1
1% <1 % 0% <1 %
3 1 0 1
<1 % <1 % 0% <1 %
3 1 0 0
<1 % <1 % 0% 0%
3 1 0 0
<1% <1% 0% 0%
3 1 0 0
1% <1% 0% 0%
Female Male Female Male Female Male Female Male
11 1
2.9 % <1 %
11 2
3.3 % <1 %
6 3 242 43 385
1.6 % 0.8 % 62.9 % 11.2 %
5 1 196 40 335
1.5 % <1 % 58.5 % 12 %
9 3 1 1 3 1 195 40 334
3% <1 % <1 % <1 % <1 % <1 % 58 % 12 %
10 2 1 1 4 0 159 52 304
3% 1% <1% <1% 1% 0% 52% 17%
7 0 0 0 3 0 106 33 206
3% 0% 0% 0% 1% 0% 51% 16%
Table 8 Undergraduate Student Enrollment by Program, Race and Gender in Teacher Education in the Last Five Years Program
Race
Art
Asian Black Hispanic Two or more White Total Black White Total Hispanic Two or more White Total Am Indian/Alaskan Asian Black Hispanic Two or more Hawaiian or Pac Isl Indian White Total
Biology Chemistry
ECE
Earth & Space Science
Black White Total
2011-2012 2012-2013 2013-2014 2014-2015 F M Total F M Total F M Total F M Total 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 1 0 1 3 0 3 3 0 3 1 0 1 0 0 0 0 0 0 0 0 0 1 0 1 1 0 1 0 0 0 0 0 0 10 1 11 7 1 8 6 2 8 5 2 7 13 1 14 9 1 10 9 2 11 8 2 10 1 0 1 1 1 2 1 0 1 1 2 3 4 0 4 3 1 4 3 3 6 2 0 2 5 0 5 4 2 6 4 3 7 3 2 5 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 1 0 1 1 1 2 0 1 1 0 0 0 1 1 2 1 1 2 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 0 3 1 0 1 1 0 1 1 0 1 30 0 30 34 2 36 44 1 45 39 2 41 2 0 2 6 0 6 6 0 6 7 0 7 3 1 4 1 1 2 1 0 1 1 0 1 0 1 1 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 143 5 148 104 5 109 104 6 110 77 7 84 18 7 18 14 9 15 15 7 16 12 9 13 1 8 6 5 6 3 5 4 1 0 1 1 1 2 1 0 1 0 0 0 1 0 1 2 0 2 1 1 2 2 2 4 2 0 2 3 1 4 2 1 3 2 2 4
2015-2016 F M Total 1 0 1 2 0 2 0 0 0 0 0 0 1 1 3 4 1 5 1 2 3 2 0 2 3 2 5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 1 30 2 32 4 0 4 1 0 1 0 0 0 0 0 0 54 4 58 90 4 97 0 2 2
0 0 0
0 2 2
Program English
French
History
Math
Middle Grades
MG ELA/ Math MG ELA/ SS
Race Asian Black Two or more White Total Black White Total Black Hispanic Indian Two or more White Total Black Two or more White Total Asian Black Hispanic International Two or more White Total Black White Total Black White Total
2011-2012 0 0 0 4 0 4 0 0 0 9 0 9 13 0 13 1 0 1 1 0 1 2 0 2 0 2 2 0 0 0 0 0 0 1 1 2 6 7 13 7 10 17 3 2 5 0 0 0 5 2 7 8 4 12 0 0 0 8 2 10 0 0 0
2012-2013 0 0 0 1 0 1 0 0 0 9 2 11 10 2 12 0 0 0 0 0 0 0 0 0 0 1 1 0 1 1 0 0 0 0 0 0 2 5 7 2 7 9 3 1 4 1 0 1 5 1 6 9 2 11 0 0 0 1 1 2 0 0 0
2013-2014 0 0 0 0 0 0 0 0 0 9 4 13 9 4 13 0 0 0 0 0 0 0 0 0 1 1 2 0 1 1 0 0 0 0 1 1 6 9 15 7 12 19 1 0 1 1 0 1 6 1 7 8 1 9 0 0 0 3 0 3 0 0 0
1 16 25
0 1 2 2 1 3 3 2 5
0 1 4 2 0 2 1 3 4
0 7 9
1 23 34
0 2 3 0 0 0 0 2 2
0 3 5 2 1 3 3 4 7
0 1 1 0 0 0 0 1 1
0 1 5 2 0 2 1 4 5
2014-2015 0 0 0 0 0 0 0 0 0 8 3 11 8 3 11 0 0 0 0 0 0 0 0 0 3 1 4 0 0 0 0 0 0 0 0 0 3 7 10 6 8 14 0 0 0 2 0 2 7 2 9 9 2 11 1 1 2 7 0 7 0 0 0 0 1 1 1 0 1 12 5 17 21 7 28
2015-2016 0 0 0 0 0 0 0 0 0 4 2 6 4 2 6 0 0 0 1 0 1 1 0 1 2 0 2 0 0 0 0 0 0 0 0 0 2 7 9 4 7 11 0 0 0 1 0 1 3 1 4 4 1 5
2 2 4 2 5 7
0 1 1 0 0 0
2 3 5 2 4 7
Program MG Math/ SS MG Science/ ELA MG Science/ Math MG Science/ SS Music
Spanish
Race Asian White Total Black White Total Asian Black International White Total Black Two or more White Total Asian Black Hispanic Indian Two or more White Total Black Hispanic International White Total
2011-2012
1 3 2 0 0 13 19 1 1 0 1 3
1 1 0 1 0 10 13 0 1 0 1 2
2 4 2 1 0 23 32 1 2 0 2 5
2012-2013 0 0 0 4 2 6 4 2 6 1 0 1 1 0 1 2 0 2 0 0 0 2 1 3 0 0 0 3 1 4 5 2 7 0 0 0 1 0 1 1 1 2 2 1 3 2 1 3 1 0 1 0 0 0 0 0 0 0 0 0 11 7 18 14 8 22 1 0 1 0 1 1 0 0 0 3 1 4 4 2 6
2013-2014 1 0 1 1 0 1 2 0 2 0 0 0 2 0 2 2 0 2 0 0 0 2 1 3 0 1 1 2 3 5 4 5 9 0 0 0 1 0 1 0 1 1 1 1 2 1 1 2 0 1 1 0 1 1 0 0 0 0 0 0 14 6 20 15 9 24 1 0 1 1 1 2 1 0 1 4 1 5 7 2 9
2014-2015
0 0 0 0 0 12 12 1 1 1 2 5
0 3 2 0 0 16 0 0 0 2 2
0 3 2 0 0 24 29 1 1 1 4 7
2015-2016 0 0 0 0 1 1 0 1 1 0 0 0 1 0 1 1 0 1 0 1 1 0 0 0 0 0 0 1 2 3 1 3 4 1 0 1 1 0 1 0 0 0 2 0 2 0 0 0 1 3 4 0 0 0 0 0 0 0 0 0 11 11 22 12 14 26 0 0 0 0 0 0 0 0 0 1 1 2 1 1 2
Program Spec Ed Gen Curr
Race Asian Black Hispanic Indian White Total Teaching E Black to SOL Total Theatre Black Hispanic Two or more White Total Grand Total
2011-2012 12 4 0 24 40
0 0 0 5 5
12 4 0 29 45
14 4 0 29 47
0 0 0 2 2
14 4 0 31 49
9 2 0 28 39
1 0 0 0 1
10 2 0 28 40
2014-2015 1 0 1 5 1 6 2 0 2 0 0 0 19 1 20 27 2 29
0 1 0 8 9
0 0 0 5 5
0 1 0 13 14
1 1 1 3 6
0 0 0 6 6
1 1 1 9 12
0 0 0 2 2
0 0 0 1 1
0 0 0 3 3
0 0 0 3 3
385
2012-2013
335
2013-2014
334
0 0 0 0 0
0 0 0 3 3 304
2015-2016 1 0 1 3 0 3 3 0 3 0 0 0 12 1 13 19 1 20 1 0 1 1 0 1 0 0 0 0 0 0 0 0 0 4 1 5 4 1 5 20 6
Table 9 Graduate Initial Certification Enrollments by Program and Race in Teacher Education in the Last Five Years Program
Race
MAT Art
Black Two or more White Total Asian Black Hispanic Two or more White Total Black White Total Asian Black Hispanic Two or more White Total
MAT Sec. Ed Biology
MAT Sec. Ed Chemistry MAT ECE
MAT Sec Ed English MAT Sec Ed History
Black White Total White Total
2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
F 1 0 3 4 0 0 1 0 3 4 0 1 1 0 3 1 1 1 0 1 5
F 3 1 1 5 0 0 0 0 4 4
M Total 0 3 1 2 0 1 1 6 0 0 1 1 0 0 0 0 1 5 2 6
F 2 0 2 4 0 0 0 1 3 4
M Total 0 2 1 1 0 2 1 5 1 1 0 0 0 0 0 1 0 3 1 5
F 2 0 2 4
M 0 1 0 1
Total 2 1 2 5
F 2 0 1 3
M 0 1 0 0
Total 2 1 1 3
0 5 1 1 1 1 1 8
0 0 0 0 1 1
0 2 0 1 1 1 1 4
0 0 0 0 1 1
0 3 0 0 1 0 1 3 1 2 3 0 0
0 0 0 0 1 1
0 3 0 0 11 14
0 2 0 0 5 7
0 0 0 0 0 0
0 2 0 0 5 7
0 0 0 1 1
1 2 3 1 1
M Total 0 1 0 0 1 4 1 5 0 0 1 1 0 1 0 0 1 4 2 6 0 0 0 1 0 1 0 0 1 4 0 1 0 1 1 11 2 17
0 5 1 1 12 19
0 2 0 1 12 15
Program MAT Sec Ed Math MAT English
Race Black Total Asian Black Hispanic Indian Two or more White Total
MAT History
Asian Black Hispanic Two or more White Total Black Hispanic International White Total White Total Asian Black White Total Black White Total
MAT Math
MAT MG English MAT MG Mathematics MAT MG Science
2011-2012
2012-2013
2013-2014
2 6 0 0 0 1 5 2 3 1 0 0 1 2 4 3 0 0 6 9
1 5 1 0 0 1 2 1 9 0 1 1 0 2 4 3 1 0 5 9 1 1 0 1 2 3 0 0
0 1 0 0 0 2 3
2 7 0 0 0 17 26
0 0 0 0 4 4 0 0 0 3 3
1 0 0 1 6 8 3 0 0 9 12
0 2 0 0 0 1 3
1 7 1 0 0 13 22
0 1 0 0 0 8 9
0 2 0 0 0 0 2
0 3 0 0 0 8 11
0 0 0 0 2 2 1 0 0 2 3 0 0 0 0 2 2 1 1
0 1 1 0 2 4 4 1 0 7 12 1 1 0 1 4 5 1 1
0 1 2 1 2 6 1 0 0 2 3 1 1 0 1 1 2
1 0 0 0 2 3 1 0 0 0 1 0 0 1 1 0 2
1 1 2 1 4 9 2 0 0 2 4 1 1 1 2 1 4
2014-2015 1 0 1 1 0 1
2015-2016
0 1 0 1
0 1 0 1 0 1 1
1 0 0 1
1 1 0 2
0 0 0 0 0 0 0
0 1 0 1 0 1 1
Program MAT MG Soc. Science MM/ Music MAT School Lib. Media
Race Black White Total White Total Black White Total
MAT Secondary Ed
Asian Black Hispanic White Total
MATC Secondary Ed. (Online)
Black Hawaiian/Pac. I White Total
MEd Sec Ed Science
Black White Total Black White Total
MEd Sec Ed Social Science
2011-2012
2012-2013
1 1 7 1 1 1 8
1 1 6 7 1 3
3 1 1 7 2 1 0 0 0 0 0 0
0 0 0 1 1
1 1 7 12 19
2 0 5 7
5 1 22 28
0 0 0 0 0 0
0 0 0 0 0 0
0 0 0 0 0
1 1 6 7 13
3 0 2 0 2 3
2 0 8 1 0
5 1 28 33
0 1 1
0 0 0
0 1 1
2013-2014 1 0 1 1 0 1 2 0 2
2014-2015 1 0 1 1 0 1 2 0 2
1 0 0 0 1 0
1 0 1
0 0 0
1 0 1
0 3 1 1 4 1 6 3 0 8 1 1
1 3 0 6 7
1 6 1 20 28
2 0 6 8
5 0 14 19
0 0 7 7
0 0 6 6
1 0 1
0 0 13 13
2015-2016 0 1 1 0 1 1 0 2 2
0 6 0 2 7 3 3 3 0 8 1 1
0 7 0 17 24
0 13 0 44 57
2 0 5 7
5 0 13 18
Program MAT Spec Ed Gen Curr Reading
Total
Race Asian Black Hispanic One or More White Total
2011-2012 0 0 0 8 4 12 1 0 1 0 0 0 1 3 22 9 7 35 2 8 184
2012-2013 0 0 0 5 3 8 1 0 1 0 0 0 1 4 18 4 7 27 2 0 158
2013-2014 1 0 1 6 1 7 0 1 1 0 0 0 1 4 21 7 6 30 2 4 100
2014-2015 1 0 1 4 2 6 0 1 1 0 0 0 1 4 15 1 7 23 1 6 99
2015-2016 1 0 1 7 3 10 0 1 1 1 0 1 7 3 10 1 7 23 6 95
Table 10 Graduate Advanced Certification Enrollments by Program and Race in Teacher Education in the Last Five Years Program
Race
EdS Early Childhood Ed
Black Hispanic Two or more White Total
EdS Middle Grades Ed (MG) EdS MG English EdS MG Mathematics
Black Hispanic White Total Black Total Black Hispanic White Total Black White Total White Black Total Black Hispanic International White Total
EdS MG Reading EdS MG Science EdS Secondary Ed
2011-2012 F M Total 13 0 13 1 0 1 1 0 1 18 2 20 33 2 35
2012-2013 F M Total 10 1 11 1 0 1 1 0 1 13 0 13 25 1 26
6 1 13 20
2 0 3 5 1 1 1 1 3 5 1 1 2 3
0 0 1 1 1 1 0 0 0 0 0 0 0 1
2 0 4 6 2 2 1 1 3 5 1 1 2 4
3 1 0 0 0 1
1 0 0 0 0 0
4 1 0 0 0 1
4 0 2 9 15
1 0 5 6
2 1 0 7 10
7 1 18 26
6 1 2 16 25
2013-2014 F M Total 7 1 8 0 0 0 2 0 2 8 0 8 1 1 18 7 0 1 1 0 0 0 1 1 2 1 2 3 1 0 0 1 0 0 2 1 3 0 0 0 0 0 0 2 1 3 1 0 1 0 0 0 1 0 1
2014-2015 F M Total 8 1 9 0 0 0 2 0 2 5 0 5 15 1 16
F 4 0 1 3 8
2015-2016 M Total 0 4 0 0 0 2 0 2 0 8
0 0 0 0 0 0 4 0 0 4
1 0 1 2 1 1 0 0 0 0
1 0 1 2 1 1 4 0 0 4
1 0 0 1 0 0 2 0 0 2
1 0 1 2 1 1 0 0 0 0
2 0 1 3 1 1 2 0 0 2
0 0 0 4 0 3 7 14
0 1 1 1 1 0 2 4
0 1 1 5 1 3 9 18
5 0 4 4 13
0 1 3 2 6
5 1 7 6 19
Program
Race
EdS Secondary Ed English EdS Secondary Ed Math
Black White Total Black International White Total Black Hispanic International White Total Black White Total Black White Total
EdS Secondary Ed Science EdS Secondary Ed Social Science EdS Special Ed MEd Art Education
Black Hispanic Hawaiian White Total
2011-2012 F M Total
2 6 8
0 0 0
2 6 8
2012-2013 F M Total 0 1 1 3 3 6 3 4 7 0 0 0 1 0 1 3 1 4 4 1 5 0 1 1 0 0 0 2 0 2 3 1 4 5 2 7 1 1 2 2 1 3 3 2 5 5 0 5 12 2 14 17 2 19
0 0
1 0
1 0
0 0
1 0
1 0
2013-2014 F M Total 2 1 3 0 1 1 2 2 4 0 0 0 2 0 2 2 2 4 4 2 6 1 0 1 0 1 1 1 1 2 1 0 1 3 2 5 0 1 1 2 0 2 2 1 3 2 0 2 8 2 10 1 2 12 0 0 1 1 1 0 1
4 4
0 1
4 5
5 5
0 1
5 6
5 6
0 1
5 7
2014-2015 F M Total
2015-2016 F M Total
2 3 5
0 0 0
2 3 5
1 3 4
0 1 0 2 3
0 0 1 0 1
0 1 1 2 4
0 1 0 2 3
0 1 1 0 0 1 1 2
1 4 5 0 1 1 3 5
Program
Race
MEd Asian Accomplished Black Teaching Hispanic Two or more White Total
2011-2012 F M Total 1 0 1 9 0 9 0 0 0 0 0 0 30 9 39 40 9 49
2012-2013 F M Total 0 0 0 8 2 10 0 0 0 1 0 1 25 7 32 34 9 43
MEd Early Childhood Ed
Asian Black Hispanic Two or more White Total
1 8 1 0 41 51
0 1 0 0 1 2
1 9 1 0 42 53
0 13 3 0 34 50
0 0 0 0 1 1
0 13 3 0 35 51
MEd Middle Grades Ed
Asian Black Two or more White Total Black White Total Asian Black Hispanic White Total
1 10 1 14 26
1 3 0 2 6
2 13 1 16 32
0 1 0 3 4 2 1 3 0 2 1 2 5
0 0 0 1 1 1 0 1 1 2 0 0 3
0 1 0 4 5 3 1 4 1 4 1 2 8
MEd MG Language Arts MEd MG Mathematics
2013-2014 F M Total 0 0 0 1 4 15 1 0 0 0 0 1 1 5 22 1 9 38 7 2 9 0 0 0 8 0 8 1 0 1 0 1 1 2 1 28 7 2 38 3 6 0 0 0 0 0 0 0 0 0 3 1 4 3 1 4 2 0 2 0 0 0 2 0 2 0 0 0 0 1 1 0 0 0 4 0 4 4 1 5
2014-2015 F M Total 0 0 0 18 9 27 1 1 2 1 0 1 12 7 19 32 1 49 7
2015-2016 F M Total 0 0 0 21 8 29 1 0 1 1 0 1 16 6 22 39 14 53
0 9 0 0 24 33
0 0 0 1 0 1
0 9 0 1 24 34
0 10 0 0 18 28
0 0 0 1 0 1
0 10 0 1 18 29
0 0 0 3 3 1 0 1 0 1 0 3 4
0 0 0 1 1 0 0 0 0 1 0 0 1
0 0 0 4 4 1 0 1 0 2 0 3 5
0 0 0 2 2 2 0 2 0 0 0 3 3
0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 2 2 2 0 2 0 0 0 3 3
Program
Race
MEd MG Reading MEd MG Science
Black Total Black White Total Black Two or more Total Black Hispanic White Total Asian Black Hispanic Indian International White Total Asian Black Hispanic International White Total Asian Black Hispanic White Total
MEd MG Social Studies MEd School Library and Media MEd Secondary Ed English
MEd Secondary Ed Mathematics
MEd Secondary Ed Science
2011-2012 F M Total
0 6 0 0 1 9 16 0 1 0 0 3 4 0 2 1 2 5
0 1 0 0 0 1 2 0 0 0 0 1 1 0 0 0 1 1
0 7 0 0 1 10 18 0 1 0 0 4 5 0 2 1 3 6
2012-2013 F M Total 2 0 2 2 0 2 0 0 0 4 1 5 4 1 5 0 0 0 1 0 1 1 0 1
1 4 0 0 1 3 9 0 1 0 0 2 3 0 2 1 3 6
0 0 0 0 0 0 0 0 0 0 1 3 4 0 0 0 1 1
1 4 0 0 1 3 9 0 1 0 1 5 7 0 2 1 4 7
2013-2014 F M Total 1 0 1 1 0 1 1 0 1 2 1 3 3 1 4 0 1 1 1 0 1 1 1 2 4 0 4 0 0 0 5 0 5 9 0 9 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 2 0 2 3 0 3 0 0 0 2 0 2 0 0 0 0 1 1 1 1 2 3 2 5 1 0 1 2 0 2 0 0 0 3 0 3 6 0 6
2014-2015 F M Total 1 0 1 1 0 1 1 0 1 2 1 3 3 1 4 0 1 1 1 0 1 1 1 2 2 0 2 0 0 0 1 0 1 3 0 3 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 2 0 2 3 0 3 0 0 0 2 0 2 0 0 0 0 0 0 1 0 1 3 0 3 0 0 0 0 0 0 0 0 0 0 1 1 0 1 1
2015-2016 F M Total 1 0 1 1 0 1 0 1 1 1 0 1 1 1 2 0 1 1 1 0 1 1 1 2
0 0 0 0 0 1 1
0 0 0 0 0 0 0
0 0 0 0 0 1 1
0 1 0 0 1
0 0 0 0 0
0 1 0 0 1
Program
Race
MEd Secondary Ed Social Science
Black Hispanic White Total Asian Black White Total Asian Black Hawaiian Hispanic Two or more White Total
MEd Secondary Ed MEd Special Ed Gen Curriculum
MEd Teacher Leadership
Black Hispanic Two or More White Total
MEd Education
Hispanic White Total
2011-2012 F M Total 1 0 1 0 1 1 1 5 6 2 6 8
0 6 0 0 0 17 23
0 3 0 0 0 2 5
0 9 0 0 0 19 28
2012-2013 F M Total 1 0 1 0 0 0 4 4 8 5 4 9
0 8 0 0 0 20 28
0 1 0 0 0 3 4
0 9 0 0 0 23 32
2013-2014 F M Total 0 1 1 0 0 0 2 2 4 2 3 5
0 1 4 1 0 0 1 9 3 4 1
0 1 0 0 0 6 7
0 15 1 0 0 25 41
2
3
1 8 1 0
0 2 4
1 10 14
2014-2015 F M Total 0 0 0 0 0 0 1 1 2 1 1 2 1 0 1 0 0 0 0 1 1 1 1 2 0 0 0 22 2 24 0 0 0 0 0 0 0 0 0 34 5 39 56 7 63
2015-2016 F M Total
1 1 5 7 1 27 0 1 0 67 96
0 0 2 2 0 1 0 0 0 7 8
1 1 7 9 1 28 0 1 0 74 104
8 1 1 17 27
4 0 0 7 11
12 1 1 24 38
11 1 0 22 33
3 0 0 8 11
14 1 0 30 45
0 0 0
0 1 1
0 1 1
1 0 1
0 0 0
1 1 1
Program
Race
MEd Endorsement
MEd Theatre Ed
MM Music Ed Total
2011-2012 F M Total
2012-2013 F M Total
2013-2014 F M Total
Asian Black Hispanic White Total Black Two or more White Total
0 0 1 1
0 0 1 1
0 0 2 2
0 0 6 6
0 0 1 1
0 0 7 7
Black White Total
0 4 4
0 1 1
0 5 5 305
0 4 4
0 0 0
0 4 4 289
1 1 9 1 1 0 1 1
0 0 3 3
1 1 12 14
0 0 0
0 1 1 255
2014-2015 F M Total 0 0 0 0 0 0 1 0 1 1 0 1 2 0 2 1 0 1 1 0 1 14 3 17 16 3 19 0 1 1
0 0 0
0 1 1 289
2015-2016 F M Total 0 1 1 1 0 1 0 0 0 4 0 4 5 1 6 1 0 1 1 0 1 14 2 16 16 2 18
285
Figure 17
Object 96
Figure 18
Object 99
*GPA data unavailable for 3 Post Bac Students in 2015-2016 Figure 19
Object 101
Figure 20
Object 103
*GPA data unavailable for 2 Advanced Graduate Students in 2015-2016
Table 11 Undergraduate Average GPA at Admission to Teacher Education Programs, 2015-2016 Undergraduate Program Art Education
Admission GPA
N
3.6
*
Biology and Secondary Ed
2.68
*
Early Childhood Education
3.17
16
French with Teacher Cert
3.82
*
History and Secondary Ed
3.05
*
3
*
MiG Lang Arts/Social Studies
3.76
*
Music Education
3.53
8
Spec Ed: Gen. Curr. - Reading
3.42
6
Theatre Education
3.37
*
Grand Total
3.30
43
MiG Lang Arts/Mathematics
* Less than five individuals.
Table 12 Initial Graduate Certification Average GPA at Admission to Teacher Education Programs, 2015-2016 Graduate Initial Certification Program
Admission GPA
N
Art Education
3.66
*
Early Childhood Education
3.35
3
MiG Science
2.91
*
Secondary Education
3.36
30
Spec Ed: General Curriculum
2.98
6
Grand Total
3.30
41
* Less than five individuals.
Table 13 Advanced Graduate Certification Average GPA at Admission to Teacher Education Programs, 2015-2016 Advanced Certification Program EdS Early Childhood Education EdS Secondary Education EdS Special Education MEd Art Education MEd Accom Teaching MEd Early Childhood Education MEd Education MEd MiG Language Arts MEd MiG Mathematics MEd MiG Science MEd Secondary Education MEd Spec Ed: General Curriculum Grand Total * Less than five individuals.
Admission GPA 3.89 3.17 3.89 2.69 3.23 3.49 3.65 2.65 3.07 2.96 3.46 3.39 3.35
N * 6 * * 28 8 * * * * 6 58 116
Figure 21
Object 105
COEHP Assessment Council / 2015-2016 Facts and Figures Reference Data Publication
Figure 22
Object 108
COEHP Assessment Council / 2015-2016 Facts and Figures Reference Data Publication
Figure 23
Object 110
COEHP Assessment Council / 2015-2016 Facts and Figures Reference Data Publication
Figure 24
Object 113
COEHP Assessment Council / 2015-2016 Facts and Figures Reference Data Publication
Table 14 Post-Bac program completers in Teacher Education Department, 2015-2016 Program
Completers
Art Education - Teacher Cert Early Childhood Education English and Secondary Ed History and Secondary Ed Teaching English to SOL
1 2 1 1 1
Grand Total
6
Table 15 Program Completers by Degree Type, Teacher Education, 2015-2016 Degree Type BA, BS, BSED, and BM MAT MEd EdS Grand Total
Completers 96 38 76 10 220
COEHP Assessment Council / 2015-2016 Facts and Figures Reference Data Publication
Table 16 Undergraduate Program Completers by Program in Teacher Education and Average Exit GPA, 2015-2016 Undergraduate
Program Average Completers Exit GPA
Art Education
2
*
Biology and Secondary Ed
2
*
Early Childhood Education
47
3.31
Earth and Space Science Sec Ed
1
*
English and Secondary Ed
1
*
History and Secondary Ed
6
2.94
Mathematics and Secondary Ed
5
3.65
MiG Lang Arts/Mathematics
1
*
MiG Lang Arts/Social Studies
2
*
MiG Math/Lang Arts
1
*
MiG Science/Lang Arts
1
*
MiG Science/Math
3
*
Music Education
11
3.5
Spanish with Teacher Cert
2
*
Spec Ed: Gen. Curr. - Reading
9
3.32
Theatre Education
2
*
COEHP Assessment Council / 2015-2016 Facts and Figures Reference Data Publication
Undergraduate Grand Total
Program Average Completers Exit GPA 96
Table 17 Grad Initial Cert Program Completers by Program in Teacher Education and Average Exit GPA, 2014-2015 Grad Initial Cert
Program Completers
Average Exit GPA
Art Education
1
*
Early Childhood Education
3
*
MG Social Science
1
*
Secondary Education
23
3.89
Spec Ed: General Curriculum
9
3.75
Grand Total
37
COEHP Assessment Council / 2015-2016 Facts and Figures Reference Data Publication
Table 18 Advanced Grad Program Completers by Program in Teacher Education and Average Exit GPA, 2015-2016 Advanced Grad
Program Completers
Average Exit GPA
EdS Early Childhood Education
4
*
EdS MiG Mathematics
1
*
EdS Secondary Education
4
*
EdS Special Education
1
*
Art Education
1
*
Curr & Instr in Accom Teaching
9
3.75
Early Childhood Education
12
3.91
MiG Language Arts
1
*
MiG Mathematics
2
*
MiG Reading
1
*
Secondary Ed - English
1
*
Secondary Ed - Mathematics
1
*
Secondary Education
1
*
Spec Ed: General Curriculum
24
3.83
Teacher Leadership
22
3.88
Theatre Education
1
*
COEHP Assessment Council / 2015-2016 Facts and Figures Reference Data Publication
Grand Total
86
* Less than five program completers, no average exit GPA provided.
COEHP Assessment Council / 2015-2016 Facts and Figures Reference Data Publication